UO Summer Teaching Institute

The institute is a banner event sponsored by the Office of the Provost and hosted by the Teaching Engagement Program and UO Online that convenes UO faculty for an intensive, multi-day focus on teaching. It brings faculty together from all parts of the university to discuss teaching practices and prepare for the next academic year. Faculty participate in specialized workshops about specific topics and large-format core skill workshops designed build a shared understanding of teaching practices that are inclusive, engaged and research-led.

How to Participate

Applications for the summer institute are available during spring term.

The entire 2020 institute was devoted to developing fully online courses as part of UO’s Online Course Development Initiative. More typically, faculty apply for a stipended topical pathway and are selected to re-design courses with a cohort of colleagues who have ​similar teaching goals and challenges. Pathway participants also attend core skills workshops, which these are open to all faculty campus-wide on a drop-in basis. Faculty can apply for a pathway or can express interest in a core skills workshop via a survey.

Past Pathways & Workshops


Teaching Difference, Inequality, and Agency pathway 
This pathway discussed challenging and socially and intellectually urgent teaching and learning linked to UO's new undergraduate United States: Difference Inequality, Agency, and Global Perspectives requirements.

Transformative Core Education pathway
This pathway discussed strategies for teaching key transferrable skills of a liberal arts education, working with students who resist taking required courses, and boosting student learning through the incorporation of “high impact” practices and pedagogies.

Teaching Online pathway
This pathway discussed the building blocks for high-quality online courses, begin developing your own online course, and connect to a support structure that will take you from planning through delivery and revision.


  • Teaching Toward Inclusion and Belonging
  • Aligned Course Design
  • Research-Led Practices to ‘Activate’ a Class
  • Student Metacognition
  • What Should be Different about Teaching at a Research University?