Faculty Teaching & Learning Communities

Join a CETLOE Faculty Teaching & Learning Community (TaLC) to meet faculty with similar interests and participate at the forefront of educational discussion at the university. TaLC members will jointly develop community goals and will meet virtually during the 2022-23 academic year.

Spring 2023 Faculty TaLC

High-Impact Practices

Facilitated by Christy Visaggi, Senior, Lecturer, Undergraduate Director, Senior Faculty Associate/Signature Experiences, Geosciences

Interested in high-impact practices? Join us this Spring for informal faculty meet-ups to discuss getting started or continuing with high-impact teaching practices (HIPs) in your teaching. Please fill out this short survey by January 15 to help us plan these virtual and in-person events. Please contact Christy Visaggi at [email protected] if you have any questions.


Fall 2022 Faculty TaLC

Teaching Critical Thinking in the Era of Endemic Misinformation

Facilitated by Tamra Ortigies-Young, Department of History & Political Science, PC

Misperceptions about issues across the curriculum from politics to science are persistent and difficult to correct. This TALC will explore how this issue affects our ability to teach factual course content and the implications for democracy.

We will discuss and share ideas for building student critical thinking skills to better discern unreliable sources, fake news, conspiracy theories, pseudoscience, and other hazards in information literacy. This TALC will include an embedded librarian to add expertise to our discussions and assist with our activities, which may include depending on interest, sharing resources within the community, developing a library guide, submitting a conference proposal or authoring a group article for publication.

Join a community of concerned faculty committed to the development of student navigation skills to be better prepared to separate the noise from facts when encountering information as informed, active citizens!


Project-Based Course Development for Teaching ‘Language and Social Justice’ in a Multilingual World

Facilitated by Facilitated by Hakyoon Lee, World Languages & Cultures

Despite the increasing demand for social justice against societal violence and its consequences, many scholarly disciplines have not yet widely discussed or adopted social justice-oriented teaching and learning approaches in college classrooms. To fill this gap, this TaLC has goals which will share ideas for 1) how to unpack the notion of social justice in the course by implementing project-based classroom activities and assignments, (2) promoting and advance interdisciplinary research on teaching and learning, (3) providing more empirical support for undergraduate research, and (4) developing best practices to enhance support for scholarship of critical studies.


Evidence-based Instructional Supports to Increase Student Success

Facilitated by Omer Ari (Middle & Secondary Education, CEHD)

Responding to the university’s new initiative to increase student success on our campus by “developing and scaling innovative, evidence-based student supports,” we will bring together a professional development community through a TaLC group consisting of academic advisors, faculty who teach courses with traditionally high DFW rates, and support professionals who work with underprepared and academically vulnerable students. We will explore the applicability of evidence-based supports rooted in learning sciences, educational psychology, and instructional technology: e.g., online content modules for background knowledge development; dual-modality technologies; and SPARK (Spiraling Assessment to Reinforce Knowledge; Hageman, 2020).

As part of this work, we will bring in and interact with guest speakers with renowned scholarship and expertise in learning sciences to help us consider applicability to our own teaching and work with students. Together with the visiting scholars and TaLC group members, we will create a collection of resources (e.g., scholarly articles, readings, books, annotated bibliographies, and best practice demonstrations) to share widely across the university community. Interested faculty from the TaLC group will work on designing and implementing research studies as they integrate evidenced-based student supports


Post-pandemic Teaching at Perimeter College–What Now?

Facilitated by Facilitated Becky Weaver (English, PC)

Given that we were forced to reimagine our approach to teaching at Perimeter during the pandemic, what pedagogical approaches do we keep or toss? After everything higher ed’s been through over the last two years, what do we do now? What about our specific teaching approaches and practices has changed, knowing everything we know now about the various systemic, cultural, and institutional challenges our students and our colleagues face?

How has our thinking evolved over the last couple of years? Have we revised our perceptions about our roles in the classroom, or our relationship to our institutions or to higher ed in general? In what ways has our sense of the purpose of college changed?

I want to talk with you and work toward some answers here at Perimeter. Our teaching is better when we feel part of a community of fellow professors actively improving our pedagogy, when we’re engaged with the systems and structures of our institutions, and when we see our students succeeding. This Perimeter TALC will meet regularly to build community, reflect, read, and develop resources for faculty here and beyond. We will also engage with pedagogy leaders from around the country.


Supporting Student Metacognition: Helping Students to Become Self-Directed Learners

Facilitated by Facilitated by Laura Carruth (CETLOE)

Our goal as educators is to create lifelong learners, but how do we do this when many students lack an awareness of their own cognitive abilities? “Self-directed learning” includes aspects of metacognition, self-initiation, self-regulation, and self-motivation, and is one of the biggest predictors of a student’s overall academic success. This is because the learner drives the learning experience and not the instructor. This TaLC will explore the research and best practices supporting student metacognition. One goal of this group will be to identify ways to help students see their own learning gaps and develop skills to understand the value of what and how they learn.