Carnegie Mellon University

Eberly Center

Teaching Excellence & Educational Innovation

Faculty Series on Teaching and Learning Image 

New Seminar! Centering Diversity, Equity, and Inclusion in Course Design

Sign up for one of two offerings:

Tuesday, October 13, 1:30-2:30pm - OR - Friday, October 16, 11:00am-noon, EDT

Foundational works within disciplines do not necessarily reflect student diversity, which can be marginalizing to some students when they can't "see themselves in the material or discipline". Inclusive teaching intentionally diversifies syllabi content, course goals, assessments, and/or teaching practices to enhance students' sense of belonging. How to do this is obvious for some courses, but not others. Drawing from the literature Culturally Responsive Teaching, participants will leave this seminar with practical strategies for "diversifying" many elements of one's course design (above and beyond readings) to increase sense of belonging, motivation, and learning for all students in face-to-face, remote, or hybrid courses.

Register to Attend:

New Roundtable Discussion! Remote/Hybrid Instruction: What Works and What Can We Carry Forward?

Wednesday, October 21, 1:30-2:30pm

What lessons learned about effective teaching can we transfer from remote/hybrid instruction to any future teaching format (in-person, hybrid, or remote)? Hear examples from a panel of CMU faculty colleagues. Then join in “roundtable” discussions to explore refinements and innovations for teaching in lecture-, discussion-, project-, lab-, or studio-based courses in Spring 2021.

Register to Attend:

CMU Teaching & Learning Summit

We have made the difficult decision to cancel the Teaching & Learning Summit this year, rather than moving to a remote format. Although we know many of you benefit from and look forward to seeing the innovative and interesting things your colleagues are doing in the classroom and in educational research, we also acknowledge the increased workload instructors will likely bear while teaching under challenging circumstances this Fall semester. We remain committed to supporting instructors in their teaching through one-on-one consultations (email, our web resources, and the new programs above that target emerging needs.

Coming Soon! Signature Eberly Center Programs that tend to recur annually:

Innovative Models for Undergraduate Research (IMUR)

Proposal due date: Fall 2021, TBD
Program start date: TBD
Program duration: 18 months

The Innovative Models for Undergraduate Research (IMUR) Faculty Fellows Program, launched in Fall 2020, is designed to support CMU faculty who want to “think outside the box” about what undergraduate research or creative inquiry could look like in their discipline, particularly how it can scale and how it can better support underrepresented students. Each IMUR Fellow will receive a $4,000 stipend to work with the Eberly Center and Undergraduate Research Office to develop, implement, assess, and refine their model of undergraduate research, with additional funding possible based on the scale of the pilot project. Please note: We are interpreting "undergraduate research" broadly to include anything that gives undergraduates deliberate (if not hands-on) practice developing essential skills for disciplinary research or creative inquiry. All disciplines are encouraged to apply. No prior experience with undergraduate research required.

For more info: see previous request for proposals

CMU Teaching & Learning Summit

Event date/time: October, 2021, TBD

CMU faculty, postdocs, graduate students, and staff participate in an annual event during the fall semester to celebrate and showcase exciting ideas and evidence-based approaches that our colleagues are applying here at CMU and beyond. Join us for an afternoon of highly interactive sessions with colleagues designed to…

  • Foster dialogue, networking, and collaboration on teaching within and across disciplines,
  • Showcase the educational research of CMU instructors and learning scientists, and
  • Disseminate transferable, evidence-based and innovative teaching strategies employed by CMU instructors.

For more info: see previous Summit agenda as well as presentations

Wimmer Faculty Fellowship for the Development of Teaching

Proposal due date: February, TBD
Program start date: May, TBD
Program duration: 12 months

Funded by a grant from the Wimmer Family Foundation, these fellowships are designed for CMU’s junior faculty members interested in enhancing their teaching through concentrated work designing or redesigning a course, innovating new materials, or exploring a new pedagogical approach. Fellows work in close collaboration with Eberly Center colleagues to design, implement, and assess the educational impacts of their project. Fellows also receive a $3000 stipend to acknowledge the work it takes to improve one's effectiveness as an educator.

For more info: see previous request for proposals and faculty projects

Provost’s Inclusive Teaching Fellows

Proposal due date: February, TBD
Program start date: May, TBD
Program duration: 12 months

The Provost’s Inclusive Teaching Fellows program supports the development and implementation of inclusive teaching techniques by CMU faculty. Fellows develop and disseminate transferable approaches to: (1) enhance the diversity of voices or perspectives represented in course designs, and (2) increase students’ sense of belonging in a discipline. Each Fellow receives a $5,000 stipend to work closely with the Eberly Center to iterate on a CMU course they are actively teaching. Fellows also meet one or twice per month as a special interest group to explore research and strategies on inclusive teaching.

For more info: see previous request for proposals and faculty projects website.

Course Design Institute

Proposal due date: April or May, TBD
Event dates: May, TBD (4 half-days)

This 4-session Institute is an opportunity to (re)design an in-person, remote or hybrid course you teach with a built-in data collection plan to support future refinement. During the Institute, you will exchange ideas and explore evidence-based strategies with a cohort of other instructors. You’ll be partnered with a team of Eberly consultants who will provide you with feedback and support for course design, technology-enhanced learning, and data collection along the way. Participants will:

  • Work through a proven course (re)design process,
  • Consider possible adjustments for in-person, remote, and/or hybrid instruction, and
  • Exit with a new course design (and plan for assessing how it goes).

Teaching as Research Institute

Event dates: June, TBD (4 half-days)

Do you want to collect data on student outcomes to inform future teaching and course design? For example, which strategies best support student engagement and learning during discussions, lectures, studios or labs? This 4-session Institute will prepare you to investigate the impact of different strategies in the context of your own course, whether teaching online or in-person, with tangible Eberly Center support. In collaboration with Eberly colleagues, participants will:

  • Identify sources of data to measure baseline student outcomes,
  • Select a teaching intervention to test or a question to address,
  • Design a study to conduct in your course, and
  • Exit with an action plan, including Eberly support from start to finish.

For more info: see previous faculty projects

Instrumented, Technology-enhanced, Active Learning Classrooms

Proposal due date: TBD, the RPF process is postponed through Spring 2021, given these rooms are being assigned by the Registrar

Program duration: up to one semester of class sessions

The Eberly Center provides two instrumented technology-enhanced, active learning classrooms in the Tepper Quad. These rooms are designed to capture rich data on classroom interactions and behaviors that can be used for (a) formative feedback on your teaching and your students’ learning, (b) exploring the effect of a new technology or pedagogy you wish to incorporate in your course, (c) conducting educational research in a real class setting, and more! Faculty work closely with Eberly colleagues to design and implement their proposed use of an instrumented classroom as well as to collect, interpret, and apply any data collected.  

For more info: see examples of use cases and the classroom request form