CEL Services

The Center for Engaged Learning (CEL) offers a variety of individual and group services for our faculty including inclusive teaching workshops, organized conversations about current pedagogical topics, Instructional Design and technology consultation, a Peer Mentoring Program, and confidential 1:1 consultation.

Spring Semester 2023

NEW! LEARNING CIRCLES

A Learning Circle is a small group of faculty and instructional staff (ideally 6-8 tenure-track, adjunct, tutors, etc.) who meet—with the support of the CEL—throughout the semester to discuss a learning topic that they can explore as a group, collaborating to develop expertise. 

The CEL is seeking KU faculty and instructional staff who are interested in participating-in, facilitating, or forming a Learning Circle during Spring semester, 2023. See below or fill out the registration form to find out more about the Learning Circles being offered this Spring, or about forming your own Learning Circle!

CEL Learning Circles Logo
  • Learn more about Learning Circles
    Join a Learning Circle!

    Reflective Teaching Practices
    How can we use reflection to help ourselves and our students take stock in our classes? This group will explore reflective practices as instructors and for our students. Supports KU Strategic Plan Goal 2, Objective 3; Goal 1, Objective 1. 

    Transitions to College
    It can be challenging (and joyful!) to work with incoming students as we teach our disciplinary introductory and general education courses. This group will discuss strategies in our courses and advising that support the success and retention of our new students. Supports KU Strategic Plan Goal 1, Objective 2; Goal 2, Objective 1. 

    Ungrading
    Gradeless, de-grading, labor-based, specifications-based, and portfolio grading…and all areas in-between. This group expands on the UnGrading book group from Fall 2021. It welcomes faculty using these approaches or those who are interested in learning about these approaches. Supports KU Strategic Plan Goal 1, Objectives 2, 4. 

    Culturally Responsive Teaching
    What is culturally responsive teaching? This group will explore the topic and how it relates to our own teaching, advising, and programs. Supports KU Strategic Plan Goal 1, Objective 1; Goal 4, Objective 2.

    High-Impact Practices
    Active learning classes, project based learning, study-abroad, field trips and internship experiences are powerful for our students. They also present unique challenges for instructors, from scheduling, to cost, to pedagogy. This group will explore how to successfully implement these types of experiences. Supports KU Strategic Plan Goal 1, Objective 3. 

    Balancing Needs
    As we continue our return from COVID, we may find that student needs, such as mental health and academic preparation, have changed. We as instructors may be over subscribed or burned out as we worked to meet those needs. This group will discuss how we can work to build in sustainable strategies to meet all these needs in a respectful way. Supports KU Strategic Plan Goal 2, Objective 3. 

    Undergraduate Research
    From Course Based Research Projects (CURES) to research with individual faculty, undergraduate research is an important educational experience. This group will explore questions such as: How do we build research communities for our students in classes? What does good research mentoring look like? How can we balance student needs and research outcome needs? Supports KU Strategic Plan Goal 1, Objective 3.

    Want to Offer a Learning Circle?

    Topics and Activities

    Learning circles can be about just about anything you wish as it is related to teaching and learning, and ideally in support of the KU Strategic Plan. Some learning circles might focus on interdisciplinary work, such as techniques to encourage interdisciplinary undergraduate research, while others may focus on a single academic discipline, such as faculty sharing materials and ideas they’ve developed for their own classes. Some groups may explore relatively narrow pedagogical topics, such as discussing contemporary books on teaching and learning, using case-study learning techniques, or sharing ideas and strategies to foster student-generated media. Other circles may select broader topics like fostering inclusive learning or the scholarship of teaching and learning.

    Learning Circle meetings and other activities can take a variety of forms to stimulate conversation and help members investigate teaching and learning topics. Learning Circle facilitators and members may make use of one or more methods for sharing knowledge, including:

      • Guided discussion: Members come prepared to discuss an item such as a journal article, book, or video.
      • Round-robin: Members share personal experience and knowledge on a topic of interest to the group.
      • Progress report: Members report on their investigations into new ways of teaching and learning. This can be especially helpful as a peer support group while trying out a new teaching methodology.
      • Peer tutoring: Members of the group take responsibility for different aspects of the topic being explored by the group. At each meeting, one or two members report back on the material they have researched.
      • Open discussion: Meetings can be occasions for informal conversations about the group’s general topic. Participants bring in issues, questions, and/or challenges that are of interest to them.

    Organization

    Each Learning Circle will be organized by one or more facilitators from the KU community, with support from the CEL. Once formed, circles should schedule meetings times and locations, discuss and establish collective goals, participant responsibilities, sharing of findings, and organizational structure. Circles are intended to be equitable, with all members playing an equal role in their success.

    Support from the CEL

    The CEL supports Learning Circle facilitators and participants in many ways, including:

      • Assisting circle facilitators in the development of titles, descriptions, and meeting options for their circles.
      • Matching facilitators and topics with prospective learning circle members.
      • Advising facilitators on group communications and logistics such as scheduling, on-campus or virtual meeting spaces, and circle activities.
      • The CEL will also consider facilitating the purchase of supporting materials –such as books– on a per-request basis.

    Contact

    For more information about forming your own learning circle, or if you’d like more information about the Learning Circles program, please contact the CEL.

more CEL Services
  • New Faculty Mentoring Program
    New Faculty Mentoring Program

    The New Faculty Mentoring Program is open to all new faculty at Kutztown University. At the beginning of each academic year, a call for new mentees is issued, when prospective mentees are invited to review the mentor profiles and request a mentor. Once mentee-mentor pairs are matched, mentee-mentor pairs then meet regularly throughout the academic year, with periodic check-ins and support from the CEL Faculty Director.

    HOW TO BECOME A NEW FACULTY MENTEE

    If you would like to request an new faculty mentor, view the faculty mentors list and the mentor profiles first then email the CEL with your request. 

    HOW TO BECOME A NEW FACULTY MENTOR

    If you  would like to become a new faculty mentor to help our colleagues, please email the CEL Faculty Director with your interest.

  • FYS Peer Mentoring Program
    FYS FACULTY PEER MENTORING PROGRAM

    The FYS Faculty Peer Mentoring Program is open to all FYS faculty at Kutztown University. Any FYS faculty member can participate as a mentee, but only faculty members with previous FYS teaching experience may serve as a mentor. At the beginning of each academic year, a call for new mentees will be issued, when prospective mentees are invited to review the mentor profiles and request a mentor. Once mentee-mentor pairs are matched, they will meet regularly throughout the academic year, with periodic check-ins and support from the CEL faculty director.

    HOW TO BECOME A FYS FACULTY PEER MENTEE

    If you would like to request an FYS peer mentee, please view the peer mentor list and the peer mentor profiles first, and then email the CEL with your request

    HOW TO BECOME A FYS FACULTY PEER MENTOR

    If you have previous FYS teaching experience and would like to become a FYS peer mentor to help your peer colleagues, please .

  • Course Design Consultation

    Your partners in online course creation and iteration, the Instructional Design team applies research, theory, and best practices in online education to help our faculty create courses that are learner-driven, innovative, and academically rigorous. 

    We provide hands-on online course development, continuous improvement, instructional technology, and multimedia production consultation to anyone teaching courses with an asynchronous component, via any modality (online, hybrid, face-to-face).

    COURSE DESIGN

    Instructional design is the process of analyzing the learning needs of the students to create courses that are effective and engaging. Our Instructional Designers and Technologists can work with you to plan your course, develop your assessment tools, choose the appropriate technologies and media, and refine teaching methods and strategies. 

    Our team utilizes an assortment of tools to create learning opportunities that establish students as active agents in their own learning. Our team is well versed in many tools that can adapt and personalize learning for students and can provide you with meaningful data on their usage, success rates, and content mastery. We also can help you use this data to make more informed interaction and engagement choices.

    CONTINUOUS IMPROVEMENT & QUALITY MATTERS

    Our Continuous Improvement process is focused on the nationally recognized Quality Matters program, a set of standards that serve as a national benchmark for online course design, and the principles of universal design for learning. KU is a member of QM, and we are committed to providing excellence in online education by helping you design courses that meet and exceed the Quality Matters standards.

    The CEL has developed the Online Course Quality Checklist (OCQC) to help KU faculty ensure that their online course designs are informed by QM-based best practices.

    Instructors can use the OCQC to identify opportunities to improve existing online courses or to design new courses. Instructors can also request that CEL provide them with formative feedback, whether the course is online, hybrid, or in-person.

    OCQC is informed by the Online SUNY COTE Quality Review (OSCQR) and is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  • Classroom Observations

    Coming in 2023!

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