Communities Accelerating the Impact of Teaching

Communities Accelerating the Impact of Teaching (CAITs) bring faculty into small, compensated innovator groups to work on compelling problems and issues, which CAITs consider through lenses of both pedagogical and institutional change. CAIT fellows meet across multiple terms with facilitators from TEP, devoting time to community-building and activities like reading research on student learning, revising courses, developing resources for colleagues, and recommending policy and curricular changes.

The “CAIT network” launched in 2017-2018 with 34 fellows working on one of three topics—Teaching Online, Teaching High-Challenge Gateway Courses, and Teaching about Difference, Inequality, and Agency.


Teaching Excellence and Evaluation | Difference, Inequality, Agency: Training and Classroom Allies | Core Education

Teaching Excellence and Evaluation CAIT Charge

TEP and the Office of the Provost will host a second year of the Teaching Excellence and Evaluation CAIT (Community Accelerating the Impact of Teaching) to advance UO’s cutting-edge work to change how teaching is evaluated. Fellows in this particular group will be unit heads and other academic leaders charged with the evaluation of teaching at UO. They will come together across the academic year to discuss the fall 2020 adoption of baseline teaching quality standards. In particular the group will:

  • revise and finalize a Teaching Evaluation Criteria document linked to UO’s new standards. 
  • test and improve a teaching evaluation online “dashboard” that incorporates student survey data, instructor reflections, and (if units opt to use an online template) peer review data. 
  • perform sample faculty reviews using these new tools.
  • explore issues related to unit-level customizations of UO’s teaching quality standards.
  • and consider other issues related to the efficiency and value of teaching evaluation using the new system.  

The group of 10 fellows will be drawn from across the university’s school and colleges. They will receive a $1,000 stipend to acknowledge their leadership in this group.


Jack Boss
Professor of Music Theory and Composition
School of Music and Dance

Nancy Cheng
Associate Professor and Head, Architecture
College of Design

Kara Clevinger
Assistant Head, Department of English
College of Arts and Sciences

Angela Davis
Professor of Accounting
Lundquist College of Business

Daphne Gallagher
Associate Dean for Undergraduate Studies,
Clark Honors College


Jenefer Husman
Associate Professor and Head, Education Studies
College of Education

Ulrich Mayr
Professor and Head, Psychology
College of Arts and Sciences

Craig Parsons
Professor and Head, Political Science
College of Arts and Sciences

Donnalyn Pompper​
Professor, Endowed Chair of Public Relations, PR Area Director
School of Journalism and Communication

Jennifer Reynolds
Associate Professor of Law
School of Law

Difference, Inequality, Agency: Training and Classroom Allies CAIT Charge

In advance of the Fall 2019 launch of the new Difference, Power, Agency undergraduate course requirement, TEP will invite back into community a group of faculty leaders who have participated in developing ideas for this curricular change and outlining, delivering, or participating in the UO Summer Teaching Institute “DIA” pathway. This group will offer proactive faculty development, working with TEP to contact departments that teach courses in the current multicultural requirement and to support interested faculty in revising those courses and preparing to teach DIA classes. The group will:

  • Finalize student-facing learning goals and a syllabus statement for all DIA courses in coordination with the Core Education Council.
  • Offer at least three trainings, which can be divided by fellows, in each of winter and spring terms and offer follow-up consultations with faculty.
  • Finalize training materials as a UO: Difference, Inequality, Agency Guide to be available online for UO faculty.
  • For an additional stipend, interested DIA fellows will have the opportunity to be among UO’s first “Faculty Classroom Allies” offering in-class support to colleagues who are working toward particular goals or facing challenges related to DIA teaching.


Jason Schreiner
Assistant Director
Teaching Engagement Program



Julie Heffernan​​​​​​​
Director, College of Education Master’s Program and Licensure Director
College of Education

Michelle McKinley
Bernard B. Kliks Professor of Law and Director of the UO Center for the Study of Women in Society
School of Law


Avinnash Tiwari
Instructor of English
College of Arts and Science – Humanities

Core Education CAIT Charge

TEP, the Office of the Provost, and the Division of Undergraduate Studies have selected 13 faculty fellows to develop—with an eye toward offering in AY19-20—UO’s first core education “runways.” Fellows will recieve a $1K stipened.   

Runways (a tentative name) are meant to enhance the intellectual coherence and sense of community of students’ first year at the university by focusing on a big question that runs through several core education and writing courses. 

The runways are held together by faculty-led year-long seminars (one credit in fall and winter, two credits in spring) about the big question—questions students explore in the seminar, informed by their work in existing core education courses identified by seminar faculty as opportunities to develop the knowledge and skills required to pursue their question. The seminars support students’ social belonging, enhance their “college knowledge” and metacognitive capacities, and give them a chance to integrate concepts, examples, and skills from other courses into a more cohesive learning experience. They culminate in a final project and count for core education credit. 

Big questions are linked to one of six broad themes, currently called: industry and innovation, identities and social structures, sustainability and the natural world, healthy communities, human stories and expression, and global connections.

The fellows will develop the seminar curriculum along with a standardized syllabus template, identifying shared learning goals—and even pedagogies like, say, collaborative learning—that should be common across seminars. Fellows will work with writing composition faculty to develop how a writing course can connect with the big question. They will learn teaching strategies proven effective for teaching first-year students and develop each fellow’s own big question, course cluster, syllabus, and final project in collegial conversation. Finally, fellows can inform how these runways are named and presented to students.


Peter Alilunas
Assistant Professor
School of Journalism and Communication

Melissa Baese-Berk
Associate Professor
College of Arts and Sciences – Linguistics

Eric Boggs
Director of the Honors Program
Lundquist College of Business 

Edward Davis
Assistant Professor
College of Arts and Sciences – Earth Sciences (Core Ed Council)

Caitlin Fausey
Assistant Professor
College of Arts and Sciences – Psychology

Jeanne Hall
Field Experience Coordinator
College of Education


Anne Laskaya
Associate Professor
College of Arts and Sciences – English

Mike Price
Senior Instructor II
College of Arts and Sciences – Math

Nick Recktenwald
Associate Director
College of Arts and Sciences – Composition Program

Tricia Rodley
College of Arts and Sciences – Theatre Arts

Emily Simnitt
Associate Director
College of Arts and Sciences – Composition Program

Mike Urbancic
Sr Instructor
College of Arts and Sciences – Economics