The Center for Teaching and Learning (CTL) is a unique collaboration of three sponsoring units: The Graduate School, Undergraduate Academic Affairs, and the UW Libraries. Together with its partners, CTL is dedicated to advancing innovation and sharing expertise on teaching and learning across the UW campus. CTL works with individual instructors, departments, units, and communities of practice, to disseminate evidence-based research on teaching, learning, and mentoring.
UW supports excellence and innovation in teaching across its three campuses. This site serves as a hub for those who want to discuss new trends, models, projects, and resources that advance instruction while closing the gap between teaching and learning.
Save the Date: Autumn
Faculty Fellows Program
The CTL will be hosting the Faculty Fellows Program (FFP) this September. New and eligible faculty should reserve Sept. 9-12, 2013. Additional details can be found below. A “Call for New Faculty” will be sent to Deans, Directors, and Chairs early Spring Quarter.
Learn more about Faculty Fellows Program
The annual TA/RA Conference on Teaching, Learning and Research is designed to help graduate students prepare for their roles and responsibilities as Teaching Assistants (TAs) and Research Assistants (RAs) at the UW.
2013 Conference Sept. 16th-18th
Learn more about the conference
Active Learning Classrooms Ready for Autumn 2013
The Libraries are now accepting applications to teach in two state-of-the-art Active Learning Classrooms that are being built in Odegaard Library (available Autumn 2013). For more information or to apply visit the Active Learning Classroom website.
Notable Research on Teaching and Learning
The most powerful UW resources for teaching and learning are, of course, ourselves and each other. That wisdom emerges from Inside the Undergraduate Teaching Experience (2013), a nationally heralded study by Cathy Beyer, Ed Taylor, and Gerald Gillmore, who interviewed fifty-five UW faculty members to find out what led them to change their teaching.
As Beyer et al discovered, instructors of all ranks and disciplines change their teaching continuously because they want their students to learn and because they realize at some point in their own learning-to-teach process that they have to build structures in their courses that advance that learning. Instructors use data collected from their own students to make evidence-based decisions about teaching, and they gather ideas for improvement from mentors, colleagues, graduate students, family members, UW and national workshops, and a wide range of other sources.