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Apply for the 2023-24 CELT Teaching Innovation Institute

CELT is accepting applications from full-time faculty for the 2023-24 Teaching Innovation Institute. Currently finishing its third year, the Institute strives to be a responsive, interdisciplinary learning community that addresses emergent issues in higher education. The deadline is Monday, April 17 at 5:00.

UK Libraries accepting faculty proposals for 2023 Alternative Textbook Grants

UK faculty who would like to replace a traditional textbook with alternative course content in the academic year 2023-24 are welcome to submit a proposal to UK Libraries’ Alternative Textbook Grant Program. The grants support adoption, adaptation or revision of existing open textbooks and creation of new course content. The deadline is March 31.

Instructors Reflect on Inclusive Teaching and Learning Environments

On January 19, 2023, CELT held a workshop titled “Setting Up an Inclusive Classroom." CELT's intern Jemi Chew asked Dr. Jill Abney about the goals and impact of inclusive teaching practices, as well as what instructors gain from attending workshops that focus on them.

The Ongoing Conversation about ChatGPT and Higher Education

On Friday, January 20, 2023 Dr. Trey Conatser, director of the Center for the Enhancement of Learning and Teaching, was interviewed about the emergence of ChatGPT and its potential impact on higher education by a local WVLK radio station. 

UK College and Career Studies Program Finishes 1st Semester

Led by the Human Development Institute, UK’s new College and Career Studies (CCS) program supports students with intellectual disabilities who want to continue academic, career and technical, and independent living instruction to prepare for competitive integrated employment. CELT is proud to be a supporting partner for this program.

CELT-P20 Team Presents on "Silver Lining" of Pandemic Teaching at Lilly Conference

Beginning in 2020, CELT began a fruitful collaboration with the P20 Motivation and Learning Lab in the College of Education. Analyzing instructors' reported challenges and successes during the Fall 2020 semester, a research team comprised of CELT and P20 staff presented "A Silver Lining: Instructional Successes in College During COVID-19" at the Lilly Conference in Traverse City, Michigan. In this brief, two of the team members discuss their project as we look ahead to the future of teaching and learning at UK.

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.

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