On Wednesday, October 22, CETL was thrilled to welcome our colleague Dr. Jessamyn Neuhaus to campus. Dr. Neuhaus is Director of the Center for Teaching and Learning Excellence (CTLE) and Professor in the School of Education at Syracuse University. We at CETL know her best for her refreshingly honest books
By Brian Wesley Harrington, Graduate Teaching Fellow On October 15, the Center for Excellence in Teaching and Learning hosted a powerful and timely workshop led by Dr. Liz Norell titled “Understanding Mental Health from a Learning Perspective.” The session explored how mental health challenges shape the learning environment and offered
One possible hurdle preventing students from completing course reading assignments is the gap between the reading skills of students and those of their instructors.
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We're excited to introduce our three graduate teaching fellows for the 2025-2026 academic year: Amitesh Singh, Brian Wesley Harrington, and Sarah Ligon.
The CETL Team includes avid readers. In this post, we share what we read this summer.
Earlier this week, the CETL team offered a variety of workshops to help instructors prepare for the semester ahead. Below, we offer a few key takeaways from these workshops. As always, we invite you to review our schedule of upcoming workshops, peruse our blog for recaps on previous events, and
Teaching large courses, navigating generative AI, real talk about teaching, and more
As we gear up for the start of the fall 2025 semester, the Center for Excellence in Teaching and Learning team will offer a variety of programs to help instructors start strong in the weeks ahead.
Meet the winners of the 2024-2025 Graduate Excellence in Teaching Awards
Executive functioning skills are critical to memory, attention, organizing, and planning—among many other tasks important to learning and teaching. In a recent workshop, CETL explored how instructors
Last month, CETL facilitated a workshop on transparent assignment design, a framework built on research from the Transparency in Learning and Teaching (TILT) project. I (Emily) personally believe that one of the lowest-effort, highest-reward changes instructors can make to their pedagogy is to make their teaching choices and course assignments