See UD's plans for teaching, learning and research this fall with measures to promote safety and lessen the risk of COVID-19 spread. See UD case dashboard here.

Skip to main content

Cohort Programs

Cohort Programs

AsPIRE is an acronym for Associate Professor Inquiry, Reflection, and Exploration and serves as the title for a year-long, ten session seminar intended to provide a cohort of tenured associate professors from across the curriculum an opportunity to critically examine and more clearly define their professional aspirations at the University and to develop the skills, confidence, and understanding necessary to make productive, more fulfilling choices in their career paths.  Each faculty cohort explores and reflects on possible opportunities, roles, and goals available to them in the areas of teaching, research, and service; charts a course of professional development that best suits their talents, ambitions, and passions in light of the University’s mission; and supports each other’s growth toward self-fulfillment and a clarity of purpose.  The seminar is capped at fifteen participants per year.

The seminar is open to any associate professor at the University of Dayton.  Participants are expected to commit themselves to attending every session; making the seminar a priority in their schedules; completing all assigned reading and writing activities; exploring all course material and engaging in all seminar discussions sincerely, openly, and honestly; and serving as a supportive peer.

Program learning outcomes

As a result of completing the Aspire program, participants will:

(1) create a set of specific, personal short- and long-term teaching, research, service, and leadership goals;

(2)create a professional development plan that will help them achieve these goals;

(3)articulate a set of strategies for achieving and maintaining personal well being while achieving these goals;

(4)explain how their plans for personal and professional development contribute to the University’s, unit’s and/or department’s mission; and

(5)agree that their participation in the program has helped them reexamine and better define their personal and professional development goals.


The E-Learning Fellows program brings together a cohort of 12 faculty members through face-to-face and online meetings to learn how to create and deliver high-quality online courses.  The program culminates with each participant developing a complete online or hybrid course that meets uniform, high-quality standards.


E-Learning Fellows
Leadership UD is a year-long program for nominated faculty and staff designed to cultivate leadership capabilities and a leadership mindset among high interest/high potential UD employees.

Leadership UD

The goal of the Research Fellows Program is to support the research efforts of tenure-track faculty through a series of workshops and presentations, mentorship, and peer support.  The fourteen faculty members selected to serve as Research Fellows each spring term meet roughly every other week in the Ryan C. Harris Learning Teaching Center over two terms.  Some meetings will involve presentations that address topics such as effective research methodologies, campus resources for faculty researchers, how to obtain outside funding for research, how to decipher and act on reviewer comments, and how to avoid writer’s block.  At other meetings, Fellows will hear from noted speakers from across campus and outside the University.  Still other sessions will be devoted to a discussion of the Fellows’ work in progress.

By the end of the spring term, every Research Fellow will have designed (and perhaps begun to implement) a research project he or she can continue to pursue over the summer or will have made substantial progress on an on-going research project.  Each group of Fellows  reconvenes in the fall to report on the status of their research projects and explore ways to publish or otherwise disseminate the results of their work.

As part of their appointment, Fellows are required to report on the results of their research at a Faculty Exchange Series session or other appropriate campus venue, discuss their experiences and findings with the following group of Fellows, and support future Fellows in their research efforts.

Deans annually nominate faculty to participate in the program.


Overview

The LTC Studio space is intended to be a laboratory for faculty to experiment with innovative teaching practices.  There are two ways to engage this innovative classroom space: (1) become a Studio Fellow for the entire semester, or (2) experiment with the Studio in a more tailored manner for a specific time period and activity during the semester.  Faculty who choose to teach in this space pledge to become part of a community of practice that supports and cultivates their goals in teaching and student learning, whether throughout the entire semester or during a narrower window of time.  After teaching in this space, the hope is faculty will integrate these efforts into all of their teaching. Only faculty who follow the established process will be assigned teaching time in the Studio.

Studio Fellows

Each semester a small cohort of faculty will be selected via an application process.

Faculty who elect to become LTC Studio Fellows agree to:
•Participate in cohort roundtable sessions (at least two offerings per semester)
•Share and discuss their experiences teaching, both with their cohort and with their colleagues across the university
•Try new methods of teaching and be willing to stumble in and learn from those pursuits
•Help and support one another in their pursuits
•Be willing to experiment with and adapt technology enhancements in the Studio
•Assist with training incoming Studio Fellows by sharing pedagogical approaches
•Complete a feedback assessment after participating in the program
•Ensure the department chair of the Studio Fellow is aware that experimentation in the Studio could affect SET scores and feedback.

Please note that the LTC Studio has a cap of 14 students.

Faculty members who complete the LTC Studio Fellows program will receive:
• An "LTC Studio Fellow for Teaching Innovation" designation
•Opportunity to engage in cross-disciplinary community of practice
•Consultation and support services from the Learning Teaching Center and UDit

Questions about becoming a Studio Fellow?
Faculty members interested in teaching in the Studio should reach out to LTC Fellow Nicola Work, nwork1@udayton.edu, 229-32520.

Questions can also be directed to Nicola Work, nwork1@udayton.edu or David Wright, dwright1@udayton.edu.


About the Program

Each year the University of Dayton provides a unique opportunity for faculty to interact and network across disciplines and schools, and to develop and adopt improved practices for learning and teaching. Offered by the Ryan C. Harris Learning Teaching Center and supported by the Faculty Development Committee and the Office of the Provost, the program aims to provide professional development for faculty seeking ways to maximize learning (of both students and faculty) for academic excellence.  To date, over 300 faculty have participated in the Teaching Fellows Program.

Faculty join the program following recommendations made by department chairs.  It is incumbent on the department chair and faculty member to ensure they are able to attend both the fall and winter seminars.

Benefits

  • Designation as a University Teaching Fellow
  • Teaching consultation and other support services on a variety of teaching activities.
  • An enjoyable collegial experience.

Expectations

Teaching Fellows are expected to:

  • Attend and actively participate in seminar sessions.
  • Share and discuss teaching experiences.
  • Participate in the classroom observations.
  • Read selected materials on the scholarship of teaching.
  • Be open to learning new ways of engaging students in the learning process.
  • Fellows will share with their colleagues pedagogical changes they made in their course(s) as a result of their participation in the program.

Learning and Teaching in Community

Although faculty are currently engaged in debate as to what constitutes a “Marianist Education,” it is clear that students and faculty interact in a complex environment where learning takes place in the context of a rich set of Catholic and Marianist traditions. Many of the anticipated outcomes for participants of the Teaching Fellows Program derive from the fostering of community within and amongst faculty in the spirit of the Marianists.

Program outcomes

Teaching Fellows (TFs) participating in the program attend a sequence of seminars and collaborative presentations over the period of an academic year.  A capstone experience involves sharing personal experiences in reflecting and making changes in the way a course is structured or delivered. Collectively, the elements of the program are structured to achieve the following intended outcomes:

  • TFs will interact and network with colleagues during the program across different disciplines and academic units. Throughout the program, its facilitators, and participating faculty, create networks for sharing best practices in learning and teaching.
  • TFs will become more reflective in their teaching practices and will set goals targeted to change their courses and teaching methods to improve student learning.
  • TFs will learn about the UD campus, its Catholic and Marianist traditions and culture as a context for learning and teaching.
  • TFs will be introduced to some of the strategic initiatives of UD related to improving academic excellence, such as steps to integrate learning and living.
  • TFs will understand key findings from the scholarship of higher education documenting how students learn best – such as through the use of active learning strategies and formative feedback methods.
  • TFs will develop an appreciation of the diverse learning styles and needs of students. In particular they will be given an opportunity to learn about UD students and their life outside the classroom.
  • TFs will understand that faculty can turn to campus resources to support the learning needs of instructors and students. Resources from the AALI group (Academic Affairs and Learning Initiatives, including the LTC, Student Learning Services, etc.) and UDit are good examples.
  • TFs will see opportunities for how technology can provide new opportunities for learning and teaching.
  • TFs will learn how they can contribute to the “scholarship of learning” by sharing their own studies of adapting and innovating new ways of teaching and learning.
  • TFs will develop an appreciation for the importance of assessment – not as a means unto itself, but as a way of knowing and providing information to help decision making.

Facilitators & Planning team

A team of faculty from across the campus serves as the facilitators to deliver the program and to serve on a planning team. They always welcome your comments and input on topics for the individual sessions. Content and activities remain flexible in the schedule to help tailor the needs of the Teaching Fellows.

The planning team members are: Susan Brown (Faculty Development), Julie Simon (Mathematics), Sam Wallace (Communications), and David Wright (Biology and Director of Academic Technology and Curriculum Innovation).


The Writing Across the Curriculum (WAC) workshop began in the winter of 1999. Over the years, this workshop has received rave reviews from participants, several of who have said it was the best faculty development program they have ever attended. This workshop involves 10-12 faculty members from across the university who gather to discuss how writing can aid learning in the disciplines and how instructors can use writing more effectively in their classes.

The group meets thirteen times over the terms. Participants will be expected to read background material, produce new course material, share this material with the workshop participants, and participate actively in discussions. Those participating in the workshop will derive several benefits:

  • Become better teachers by using writing to increase learning and gain a better understanding of strategies for using writing more effectively.
  • Develop new instructional material to use in their classes and gather new ideas for improving students' learning and performance.
  • Work with a group of interested, motivated, well-respected colleagues, forming new friendships in a relaxed, informal setting.

How do you participate in this workshop?

Invitations to participate are sent to all UD faculty and staff through email the semester before the each workshop begins.


CONTACT

Faculty Development

937-229-4898
Email