4th Volume of CELT's "Greater Faculties" Released
CELT is proud to announce the publication of the fourth volume (2025) of Greater Faculties: A Review of Teaching and Learning.
This special issue of Greater Faculties features essays from presenters at the inaugural UK Teaching Excellence Symposium, hosted by CELT on October 13, 2023. The Symposium sought to bring together the UK community around its shared mission and goals regarding innovative, engaging, and effective teaching as well as student learning and success. In the spirit of community and sharing, presenters offered examples of their teaching strategies, activities, frameworks, experiences, and research to a University-wide audience.
The essays in this special issue represent a small portion of the Symposium's 52 presenters from 14 colleges and 31 departments or schools. Topics include learning with oral histories, engaging with primary sources, teaching with zines, adapting pedagogy and planning, embracing flipped learning, encouraging career connections, using backchannels, and collaborating with extension. What they all share, however, is an investment in reflective teaching practices that center learners and learning amid a dynamic and evolving landscape for higher education.
Authors are: Jennifer Bartlett (Libraries), Aanya Chugh (Design), Liz Combs (M-G CAFE), Spencer Crawford (Education), Jovita Daraezinwa (Arts & Sciences), Wyatt Driskell (Education), Kathryn Mattingly Flynn (Education), Frances Henderson (Arts & Sciences), Christopher Huggins (Arts & Sciences), Sarah Kercsmar (Health Sciences), Patrick Lee Lucas (Design), Rebecca McGrail (M-G CAFE), Zitsi Mirakhur (Education), Heather Norman-Burgdolf (M-G CAFE), Matthew Strandmark (Libraries), and Koji Tanno (Arts & Sciences).
The issue was edited by Jill Abney, Madeline Aulisio Miller, Isabelle Blaber, and Cassandra Jane Werking, with additional assistance from Ashley Sorrell and Trey Conatser.
Greater Faculties: A Review of Teaching and Learning is an occasional publication of CELT at the University of Kentucky. The essays, solicited and reviewed by the editorial staff, intentionally bridge the gap between the scholarship of teaching and learning and popular writing for a broad audience. They showcase the contributions and insights of teacher-scholars in order to foster a culture of teaching excellence and contribute to the discourse on teaching and learning in higher education.