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ASPIRE Workshops Help Faculty Make Labs More Inclusive

Established by CELT in collaboration with the College of Medicine Office of Diversity, Equity, and Inclusion, ASPIRE’s interactive and dynamic module provides thoughtful and practical approaches to optimize research settings so that all colleagues are welcomed and have equitable opportunities to engage in the research community. This summer, the first cohort of researchers engaged in the program, including Dr. Jessica Blackburn, whose ongoing efforts are featured.

CELT and Health Sciences Collaborate on Faculty Learning Community to Develop Scholarship of Teaching and Learning

Two professors in the College of Health Sciences are collaborating with CELT to present the College’s first interprofessional Faculty Learning Community for the Scholarship of Teaching and Learning. The goals are to help establish a core knowledge in SoTL and facilitate collaboration whereby SoTL research can be pursued within the College, with the ultimate goal of continuous improvement of teaching and learning.

UK-JHFE Holocaust Education Initiative Featured on KET’s Kentucky Edition

CELT is proud to be a part of the support team for the University of Kentucky & Jewish Heritage Fund for Excellence (UK-JHFE) Holocaust Education Initiative, which creates opportunities for Kentucky middle and high school teachers in social studies and language arts to engage in interdisciplinary content development, pedagogical training, and cross-district collaboration.

UK Instructors Show the Value of Responsive Teaching

Before 2020, CELT typically facilitated the midsemester feedback process for 40-50 course sections each academic year. For 2020-21, however, CELT facilitated feedback for 131 sections, and for 2021-22 that number rose to 171 sections. These numbers point to a larger story about how instructors are seeking to involve student voice in decisions around curricula and teaching strategies, all the while inviting students to reflect intentionally on their own learning strategies in the class.

Helping Seasoned Wildland Fire Professionals Train the Next Generation

“We wanted to increase opportunities for wildland fire instructors and trainers to refresh and hone their teaching skills,” said Rick Gividen, an education program specialist with Interior’s Office of Wildland Fire. After reviewing several university programs, the Office of Wildland Fire partnered with the University of Kentucky. Its Center for the Enhancement of Learning and Teaching (CELT) works collaboratively with instructors to create engaging, innovative, and inclusive learning environments.

CELT Welcomes New Faculty at Open House

Campus is bustling with activity as students, faculty, and staff prepare for the new academic year. This Friday, CELT welcomed new faculty at an open house in our office suites and event space. We're eager to get to know our new colleagues and collaborate on your teaching priorities and projects.

CELT Participates in 2022 New Faculty Orientation

On August 17, the 2022 New Faculty Orientation was held at the E.S. Good Barn, hosted by the UK Office for Faculty Advancement. In addition to remarks from the President and the Provost, speakers addressed critical areas for faculty development and employment at UK: research, institutional diversity, benefits, and teaching.

CELT Releases Greater Faculties Volume 3

CELT is excited to announce the release of the third volume of "Greater Faculties: A Review of Teaching and Learning." This special issue features flash essays from CELT Teaching Innovation Institute faculty members across the disciplines that outline their implementations of new pedagogical approaches as they navigated the challenges of an emerging global pandemic.

CELT Announces 2022-23 Faculty Cohort for Teaching Innovation Institute

For the past two years, innovation has taken on new urgency as we take stock of how the landscape of higher education has permanently changed in the wake of a global pandemic. The conversation about teaching and learning has never been more robust in light of the challenges we face, and it calls us to reexamine not only how we approach our programs, courses and students, but also how we understand innovation itself as it relates to how and what we teach.

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