Do you have a question about inclusive teaching or classroom climate? Ask now: TEP and our faculty experts want to support you and your students. We’ll get back to you for follow-up within 2 business days.
Teaching in Context: Strategies for Setting and Maintaining a Productive Classroom, Campus Climate
Tuesday, February 28, 10:00am-noon, Knight Library Browsing Room
Teaching for the First Time as the Sole Instructor
Thursday, March 2, 1:00-5:00pm, 72 PLC
‘Transparent’ Assignment Design: A Luncheon and Hands-on Feedback Session
Friday, March 3, noon-2:00pm, Knight Library Proctor 41
Science Literacy Teaching Journal Club Thursdays, 9:00am-9:50am or Fridays, 2:00-2:50pm, 217 Lewis Integrative Sciences Building
Do you teach a class of 150 students or more?
Join TEP’s Teaching Excellence Fellow, Dr. Sierra Dawson, from the UO Department of Human Physiology, for a chance to come together as a community—meet one another, share strategies, and get ideas for how to make the big classroom feel a bit smaller. See the community blog site Making the Big Class Feel Small for more information.
Enroll now to enhance your professional development as a teacher with colleagues across campus! Take the initiative, earn a certificate of completion.
Learn more and sign up...
Campus and National Climate: Reporting, Resources, Events
Senior UO leadership and the University Senate have reaffirmed the university’s commitment to “diversity of thought, experience, perspective, culture, and background,” condemned “all forms of discrimination,” and vowed “to work actively to protect and support all members of our campus community” (University of Oregon Leadership Statement, “Support for resolution reaffirming shared values of respect, diversity, equity, and inclusion,” Nov. 17, 2016).[...]
Transforming Education by Design group invites letters from you and your students
A faculty, student, and staff group led by Lisa Freinkel (vice provost and dean for undergraduate studies) and Ron Bramhall (associate vice provost for academic excellence) is coming together to learn from the UO community how they experience teaching and learning here, and about our highest aspirations for undergraduate education.[...]
Taking the Pulse of the Class: Inviting Students’ Midterm Feedback
Week Five marks the halfway point in a course, and it is an opportune time to take the pulse of the class by hearing from students about how the class is going. Taking time to get student feedback now–rather than waiting until the end of the term–allows you to make changes and improvements that may significantly enhance student learning and contribute to a more rewarding experience as a teacher. Even if you don’t make any significant changes, it provides you with an opportunity to discuss with students the how the why of the teaching and learning process in your course.[...]
First-Year Teaching Award Recipients Share their Insights
TEP is pleased to congratulate Erin Hunt, doctoral student in Economics, and Maggie Newton, doctoral student in Philosophy, as recipients of the Kimble First-Year Teaching Award for the 2015-2016 academic year. Named in honor of professor emeritus Dan Kimble, the award recognizes outstanding teaching by graduate student instructors who have demonstrated a commitment to professional development and reflective practice.[...]
UO Class of 2020 Reads Ta-Nehisi Coates’ Between the World and Me; Campus Community Joins in Year-Long Common Reading Activities
How can I get involved? Consider teaching the text. More than 35 courses across the curriculum—from Human Physiology to Writing to Dance—have already adopted the book this academic year.[...]
Welcome, New Faculty
TEP is here to support you as a teacher and help foster an imaginative, resourceful, and connected teaching culture at the University. You’ll have us as backup throughout your UO career: join us to discuss course design nuts and bolts, or to breathe new life into a course you’ve taught for years. Our staff consults on […]
Inclusive Teaching: Questions for Consideration
Do I know who my students are and what assets they bring to my classroom? What efforts have I made to find out and use that information?
Do my students know who I am; do they know something about my intellectual journey; do I seem interested in and available to them? Do they know how to address me and feel welcomed to? [...]