TEP supports teachers across rank and discipline. Come to us to develop and refresh your pedagogy in dialogue with colleagues and research on how people learn.
We help activate students' commitment to inquiry and bring expertise to life.
Workshops & Events
January 24, 2020: Accessible Online Content: Documents and Syllabi
January 24, 2020: ‘Difference, Inequality, and Agency’ Gathering and UOTeach-In Launch
January 30, 2020: Writing a Statement of Teaching Philosophy
January 31, 2020: Accessible Online Content: PowerPoint Design
November 20, 2019: Fall 2019 academic policies: course planning, grading, and exams
November 11, 2019: Accommodating students on active duty military service
October 31, 2019: Leadership changes in the office of the provost
Hear More From Us
The TEPlist e-newsletter spotlights upcoming workshops and campus conversations about teaching, lists teaching awards deadlines, directs readers to notable scholarly and news articles and external resources and includes original features about the UO teaching and learning culture. We publish several times a term—never more frequently than once a week.
To subscribe, email firstname.lastname@example.org.*
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Great teachers often have considerable dynamism–a capacity to express their intellectual passions and invite students into beautiful, urgent, and authentic texts, problems, and questions. But good teaching isn’t a “you have it or you don’t” proposition.
Research tells us an extraordinary amount about how people learn–teaching excellence is more about a career of informed experimentation and reflection than a set of personality traits.
Teaching evaluation at UO uses multiple windows into faculty teaching philosophy and practice, including peer review, student feedback, and faculty members’ own self-presentation.
The Office of the Provost and UO Senate are re-considering UO’s teaching evaluation instruments and protocols to mitigate bias and ensure evaluation supports the development and enrichment of UO’s teaching culture.
CAITs are compensated, competitively awarded faculty learning and leadership communities that investigate topics of timely interest through lenses of both pedagogical and institutional change.
CAIT fellows meet over the course of a year, devoting time to cohort-building and activities like reading research, revising courses, developing resources for colleagues, and recommending policy and curricular changes.