CETL | Canvas | Online | Software | Teaching | Tech-4-Teach | Workshops Supporting New(er) Faculty Success![]()
This year’s event provides a dynamic introduction to the University of Idaho and “the Vandal Family,” all while being mindful of the demanding schedule leading up to the beginning of the semester. Accordingly, New Faculty Orientation is spread across the mornings of August 15, 16, and 17, and continues in the form of an engaging New(er) Faculty Seminar distributed across the academic calendar. Our goal for these three days of orientation is to help you get started with your work at the University of Idaho and to introduce you to the multiple resources, units, and people who are here to support your success. The New(er) Faculty Seminar provides opportunities to connect with colleagues and to more deeply explore many issues related to our work as faculty over the course of the academic year. ![]() Immediately below you will find the agenda for New Faculty Orientation; a list of campus and community offices and opportunities that can support you professionally and personally; a schedule and brief description of the New(er) Faculty Seminar sessions; and resources essential to have a strong start at the University of Idaho. On behalf of the Center, the Office of the Provost and Vice Provost for Faculty, and the entire Vandal Family, WELCOME! Orientation Schedule(coffee and tea service)
(coffee and tea service)
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Date | Developing a Productivity Pipeline: Goals, Action Plans, and Work-Life Balance |
Utilizing the Library to Support your Teaching and Research |
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Developing a Sustainable and Productive Research Agenda | |
DEIA and UDL: Small Changes that Make a Big Difference | |
Preparing for Promotion and/or Tenure Diane Kelly-Riley, Vice Provost for Faculty |
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TBD | End of Semester Happy Hour/Looking Back and Looking Ahead Brian Smentkowski, Director, Center for Excellence in Teaching and Learning |
Date | Hot Topics and Difficult Dialogues: Applied Strategies for Teaching the Tough Stuff Brian Smentkowski, Director, Center for Excellence in Teaching and Learning Slides |
Third Year Review: Practical Advice to Support Your Success Diane Kelly-Riley, Vice Provost for Faculty |
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Developing a Strategic Plan for Funding Your Research Carly Cummings, Senior Director Slides |
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Mentoring Graduate Students and Preparing Future Faculty Jerry McMurtry, Dean, College of Graduate Studies Doug Habib, Academic Consultant, Ctr. for Excellence in Teaching/Learning |
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End of Semester Happy Hour/Looking Back and Looking Ahead Brian Smentkowski, Director, Center for Excellence in Teaching and Learning |
Every new faculty member will have a dedicated instructional designer on-hand to help with all aspects of course design, delivery, and assessment, from creating a learning-centered syllabus to mastering and integrating Canvas tools to reviewing and redesigning your classes –we are here every step of the way. Our team of experts will help you create significant learning experiences suitable for all instructional modalities –face-to-face, online, or hybrid, in the classroom or in the field.
Using evidence-based practices, three members of the CETL team, all with faculty credentials and faculty development expertise, are on-hand to observe your teaching and provide feedback to enhance teaching, learning, and student engagement. Working one-on-one with the faculty, we take the time to learn about your class, your learning goals, and your teaching strategies, as well as your interests, obstacles, and even frustrations. This powerful strategy not only demonstrates your commitment to excellence in teaching and learning but fosters a climate and practice of informed innovation as an instructor. We offer custom solutions based on empirical observations, tailoring pedagogical alternatives to your specific teaching and learning environments and experiences.
What is TILT? It is a Transparency in Learning and Teaching in Higher Ed initiative that promotes students success through: (1) a conscious understanding of how students learn –and how we help them understand their own learning, (2) sharing practices and data about student learning across institutions and disciplines, and (3) working with faculty to design clear and effective learner- and learning-centered assignments. Together, we can shrink the gap between faculty expectations and student performance.
NEW FACULTY PAST ORIENTATION MATERIALS
NEW FACULTY PAST SEMINAR RESOURCE MATERIALS