Helping Faculty Members Redesign Courses to Improve Student Learning
The CFE is helping faculty members think about how current research on learning can help them transform their teaching in courses of any size. CFE staff help faculty members redesign their courses to provide regular and effective feedback for students, rich opportunities for students to interact with their peers, and class time for learning activities interspersed throughout lecture time.
In addition to working with individual faculty members, the CFE also works with departments to help them reach their curricular goals, such as revamping introductory courses to promote student interest in the disciplinary major or re-envisioning courses adversely impacted by budgetary constraints.
Resources for faculty members interested in redesigning a course are available through the CFE Large Course Redesign Initiative. They include personal consultations, free accounts for Poll Everywhere, a new faculty peer visits program, large course redesign grants, workshops, and assessment support.
Workshops for Faculty
Explaining and Demonstrating Effective Practices in the Classroom
The CFE offers workshops that enable faculty members to learn and practice methods of instruction that research shows to be effective. During a workshop, CFE staff explain and demonstrate a teaching approach, such as how to intersperse frequent low-stakes assessments in a course, and then work individually with faculty members to help them tailor the approach to their own needs. Workshops also offer faculty members a rich array of articles, books, book chapters, and other resources to help them make changes in their classrooms.
Faculty members come to our workshops when they want more information about:
- Using active learning approaches such as polls, low-stakes assessments, and “chunked” lecture segments
- Keeping lectures and recitations in sync with each other through effective management of teaching assistants
- Aligning student learning goals with evaluation methods
- Organizing student group work that is time-efficient and keeps students accountable to each other
Faculty Peer Visits Program
Interested in visiting a classroom? Simply browse the list of participating instructors and select one that you feel fits well with your interests. After you have submitted a request to visit, you will hear back from the faculty member about possible dates.
The Faculty Peer Visits Program is a collaboration between the Center for Faculty Excellence and the Office of Undergraduate Education.
Courses 1 and 2: May 13
For more information contact Molly Sutphen, CFE Associate Director and Teaching and Learning Coordinator, at email@example.com or 919.966.4838.
- Experience learning in an online environment
- Learn accepted quality standards and apply them to your online course
- Gain experience with the technologies available at UNC that facilitate good online teaching
- Understand how and why effective online teaching differs from effective face-to-face teaching
Course 1: Communication and Content
- Create a welcome page and instructor profile
- Analyze examples of syllabi
- Write discussion forum questions using strategic questioning
Course 2: Assignments and Assessment
- Define what assessment and evaluation are and why they are important
- Understand the connection between assessment and learning
- Create student assignments for one or more modules
About the Course Instructor
Bobby Hobgood, Ed.D. is a global educator, online learning specialist, and linguaphile. He managed the development of online language courses for the North Carolina Virtual Public School. He also has chaired the North Carolina Distance Learning Association Conference for the past three years, producing two virtual conferences with national sponsorship. Bobby is a Research Associate at the Friday Institute for Educational Innovation at North Carolina State University where he directs the development of the epic-ed community (EmPowering Innovative Communities in Education).
“This is the course for helping to organize you as you plan a new course or revise an existing one—great instruction and wonderful support from the instructors and peers.”
Sadye Errickson, Allied Health Sciences
“The eQuality Essentials courses helped me re-conceptualize content, develop concrete strategies, and create a more interactive learning environment for graduate students.”
Susan Brunssen, School of Nursing