COURSE TRANSFORMATION PROGRAMS
Below, you will find information on CTE programs related to course transformation, including our Best Practices Institute (BPI), Department Teaching Grants, Trestle, and C21. We encourage you to consult the Access and Eligibly Information before you begin the application process.
CTE Programs Access & Eligibility Information
The following CTE programs and services are available without charge to all KU faculty and staff members with instructional responsibilities, including part-time faculty/staff and graduate teaching assistants:
- Workshops and discussion forums (Lunch & Conversation, Teaching Teas, Essential Teaching Practices, etc.): Including the annual KU Summit, presentations by KU faculty members at CTE, and workshops by speakers from outside KU.
- Resources: CTE publications (Teaching Matters, Reflections From the Classroom) are sent to all Lawrence campus faculty members. Instructional staff and GTAs who have requested to receive copies also receive these publications. Materials in the CTE library are available for check out by all teachers as listed above, as well.
- Individual teaching conferences: Any teacher as listed above may schedule an individual teaching conference with a CTE staff member. Teaching conferences may include syllabus review, class observation, student work analysis, and student evaluation analysis.
- Working groups: Any teacher as listed above may participate in a CTE Working Group (Science, Large Class, etc.).
- Celebration of Teaching: Tenure-track and non-tenure track faculty members may be recognized at this annual event. Instructional staff members and GTAs are not eligible.
Eligibility* for Faculty Seminar and Best Practices Institute is limited to:
- Tenure-track faculty members
- Faculty-equivalent academic staff
- Lecturers with an ongoing appointment of 50% or more and at least three years of service to KU
- Full-time unclassified staff with instructional responsibilities
Best Practices Institute
BPI is a collegial, hands-on seminar especially useful for teachers who would like to reflect on and learn to represent their teaching. BPI is a good first experience for interacting with colleagues about course design. In the BPI, you’ll focus on one thing you want to change about one of your courses. You’ll work in small groups with teachers from various disciplines, as well as with colleagues who’ve successfully implemented changes in their teaching. By the end of BPI, you will have a plan in place and will be ready to implement the course change you want to make next year, and you will be ready to document the results of your teaching project.
What will you do in BPI?
You’ll learn more about:
- Designing a course to maximize student learning
- Making the most of class time
- Using out-of-class time to promote learning (e.g. flipping classes)
- Assessing learning efficiently and productively
- Representing your teaching effectiveness
By the end of the seminar, you’ll have an electronic poster that documents new features you’re developing with your teaching and that tracks implementation of your ideas. And as a BPI participant, you’ll receive a $1000 instructional fund you can use for materials, travel, or hourly help for any teaching project.
When is the BPI?
The seminar will be held May 20-23, 2019. Participants will also attend two follow-up sessions during the Fall 2018 semester.
When is the application deadline?
Applications for the May 2019 BPI are available as a Word document or as a PDF. Applications are due March 25 and participants will be chosen and notified by April 16. Final representation of your teaching should be completed by May 2020.
CTE Department Teaching Grants
The Center for Teaching Excellence (CTE) offers $5,000 grants (with potential for renewal) to departments/units to develop teaching initiatives of their choosing at the undergraduate or graduate level. Examples of projects that could be funded include but are not limited to:
- Evaluating curriculum to facilitate student learning in a program
- Planning departmental course offerings to identify redundancies or gaps that impede students’ progress in a program
- Developing a series of hybrid courses to improve undergraduate or graduate education
- Establishing e-portfolios for students to demonstrate their learning in a program
Examples of activities that could be supported include but are not limited to: planning retreats and start-up costs; workshops facilitated by consultants; travel to conferences or other campuses to learn about successful strategies; summer salary for project participants; and/or student employment (undergraduate or graduate) for project assistance.
Academic departments or equivalent academic units on the Lawrence campus are eligible. CTE’s advisory board will review applications and identify recipients. Project goals must be clearly defined, as well as how the unit will determine whether the goals have been met. Projects should promote cooperative, integrated participation among faculty members. Preference will be given to projects that will have a high impact on the teaching culture of a unit and that have the potential to impact multiple units at KU.
Submit a one- to two-page application that addresses these questions:
- What are the goals of your department/unit project?
- Who is the project leader, and which other faculty members will be involved?
- How would the project improve student learning?
- How will you demonstrate that the goals have been met?
The application must include a general budget for the project. Applications should be sent to Judy Eddy at firstname.lastname@example.org.
Grant Recipient Information
CTE will usually transfer the grants (state funds) by the end of December. By June 1, each grant recipient must submit a report to CTE that includes information about the project’s impact on student learning. A final report is due at the end of the project. Recipients are encouraged to present a breakout session about their project at the KU Summit.
Mid- to late-November: Applications due to CTE
Mid-December: Selection of grant recipient
Contact Andrea Greenhoot, Center for Teaching Excellence, at 864-4199 or email@example.com.
Course Transformation Grants
CTE regularly offers grants of $1000-$3000 to support the transformation of one or more courses with student-centered, evidence-based practices. Funding has been made possible through the TRESTLE and C21 programs (see below).
We are currently accepting proposals for AY18-19, and the official call and online application can be accessed at the following link: https://cte.ku.edu/Course_Transformation_Grants
TRESTLE, which stands for Transforming Education, Stimulating Teaching and Learning Excellence, is a multi-institution, NSF-funded project (NSF DUE #1525775) designed to help STEM departments transform undergraduate courses around teaching strategies that are known to improve student learning. TRESTLE is led by KU and involves six other research universities: Indiana University, Queen’s University, U of British Columbia, UC Davis, U of Colorado, and UT San Antonio. This project offers KU faculty members:
- Funding for TRESTLE course transformation grants and travel grants to help faculty redesign courses to create a more active learning environment and track student learning based on the redesign efforts. A PDF of the request for travel grant proposals can be found here.
- An online community of colleagues and collaborators from other TRESTLE institutions who are also focusing on STEM course reform.
- A virtual online “Brown Bag Discussion” series, open to anyone interested in course transformation or other teaching change efforts.
- Opportunities to participate in annual face-to-face gatherings of this network to share strategies, results, and lessons learned.
- Access to resources and rich examples of successful and ongoing course transformation work via the TRESTLE website.
Each TRESTLE campus is implementing their own adaptation of a course transformation initiative that involves (a) department-embedded experts, such as teaching postdoctoral fellows, who collaborate with faculty on course transformation, and (b) the formation of intellectual communities around student-centered teaching and active learning, within and across departments, and across the TRESTLE network.
To join the TRESTLE network and learn more about events and resources, follow this link to visit the network website.
- Andrea Follmer Greenhoot (PI), Director of CTE and Professor of Psychology
- Caroline Bennett (Co-PI), Associate Professor of Civil, Architectural and Environmental Engineering
- Mark Mort (Co-PI), Associate Professor of Ecology and Evolutionary Biology
- Blair Schneider, TRESTLE Program Manager and Postdoctoral Fellow
Most faculty members participate in intellectual communities organized around our scholarship or creative work. In these communities we exchange ideas, challenge each other to think in new ways, and ultimately advance the work in our fields. For most of us, similar opportunities for intellectual discourse on teaching are rare.
One opportunity CTE is providing is an intellectual community around student-centered teaching. The C21 (i.e., 21st century) Course Redesign Consortium is a group of individuals from across campus who share the goal of student-centered course transformation at KU. These course transformations take advantage of today’s widespread availability of information, and they move students from a passive role in a classroom (e.g., note taking) to an active learning orientation (e.g., problem solving, writing, and collaboration). C21 activities are funded by the Provost’s Office and CLAS. Each year, C21 will host a series of events that include:
1) Every Fall and Spring semester: A teaching demo’s event where participants can come together and share their best material that other instructors can use in their classes right away.
2) Every Fall semester: A special colloquium lecture to recognize an outstanding colleague’s contributions to transforming their course(s).
3) Every Spring semester: The annual Celebration of Teaching poster session and reception. This reception provides an opportunity to exchange ideas with faculty who are carrying out course transformation projects and to celebrate the work being done on our campus.
Check the CTE calendar and the CTE E-Newsletter so you can save the date for these events each year!
For more information about C21, contact Andrea Greenhoot at firstname.lastname@example.org.
Teaching Demo are interactive, fast-paced sessions in which instructors from many disciplines share their best assignments, assessment ideas, or class activities. At CTE, we like to give instructors the opportunity to share their best material that other instructors can use in their classes right away. Each demonstration lasts 15 minutes, and each speaker presents the demonstration one or two times. Please view our latest call for Demo proposals for more information and see blue highlighted links below for descriptions of past demos. We hope you consider sharing an activity with us in the future.
CTE C21 Teaching Demonstrations
Friday, November 16, 2 - 3:30 p.m. in the Big 12 Room of the Kansas Union
Round 1 (2:05-2:45)
Using Reading Circles in a 100-level Non-Majors Geology Course by Leigh Stearns, Geology
Is It Plagiarism If...A Kahoot! Activity to Better Understand Plagiarism by Melissa Peterson, Applied English Center
Active Learning for Chemical Separations by Kyle Camarda, Chemical and Petroleum Engineering
"The Spirit Catches You and You Fall Down": A Silent Seminar by Kathryn Rhine, Anthropology
For more information on Kathryn's demo, check out this blog post by CTE Associate Director, Doug Ward.
Round 2 (2:50-3:30)
Formative Presentation Circles: Persuasion by Emily Clark, Applied English Center
Making Grading Easier in Large Classes, Without Multiple Choice by Lisa Sharpe Elles, Chemistry
The Magic of Markers by Michael Ralph and Debra Compton, Center for STEM Learning
Reconstructing Film by Rafael Acosta Morales, Spanish and Portuguese
CTE C21 Teaching Demonstrations
Friday, March 1, 2 - 3:30 p.m. in the Beren Petroleum Center (Slawson Hall G190/191)
Round 1 (2:10-2:45)
Hyper-Scaffolding: Assignment transformation to raise student work from “pretty good” to “outstanding”by Kathleen Nuckolls, Environmental Studies Program
Helping students gain confidence in sharing their expertise by Carolyn Heacock and Emily Clark, Applied English Center
Divide and Computerize: Organizing Online Flashcard Creation for Classroom Review Games by Molly Godwin-Jones, Slavic Languages and Literatures
Round 2 (2:55-3:30)
A Creative Approach to Group Presentations by Phil Baringer, Physics & Astronomy
What are your students thinking in class? Quickly posing questions to any class size using iClicker Reef and moving beyond multiple choice by Jenny Archibald and Trevor Rivers, Undergraduate Biology Program
Pottery Basics: Thrown and Flipped by Sarah Gross, Visual Art
Collaborative Humanities Redesign Project 
The Collaborative Humanities Redesign Project (CHRP) was an interdisciplinary collaboration that began with common exploration of the goals of both courses and majors, followed by the identification of challenges in helping students acquire a deeper understanding of humanities topics and the forms of inquiry and evidence characteristic of humanities scholarship. The project began in the 2014-2015 academic year and concluded with a conference in June 2017.
For more information about CHRP and its participants, follow this link.