The Center for Teaching and Learning
Mission and Strategic Goals:
The Center for Teaching and Learning (CTL) exists to support Slippery Rock University’s fundamental mission by assisting faculty members with the design, development, and delivery of high quality undergraduate and graduate instruction across all modes of instruction.
The CTL accomplishes this mission through the pursuit of the following strategic goals:
Strategic Goal 1: Engage SRU faculty members in conversations about innovations in instructional models, strategies, and methods.
Strategic Goal 2: Collaborate with faculty members and departments on course design, redesign, and development.
Strategic Goal 3: Support faculty members with the integration of new technologies into their instruction.
Strategic Goal 4: Grow faculty participation in the scholarship of teaching and learning.
Structure of Support and Service:
The CTL is structured around a framework we called the Cycle of Continuous Improvement of Instruction (CCII). The CCII is comprised of five phases: Instructional Design, Course Development, Course Delivery, Assessment, and Course Revison/Redesign. The strategic goals of the CTL must align with at least one of these phases, and by doing so, the CTL is able to foster among faculty a systematic approach to pursuing excellence in teaching and learning - across all modes of delivery. This is accomplished by providing faculty memebers with professional development opportunities and instructional support services on each of the five phases.
Instructional Design Phase – create an instructional design plan. These plans are "blueprints" for teaching that describe very specifically the learning objectives, topics, instructional activities, and assessments that make up the course.
Course Development Phase - use educational technologies to "construct" the learning materials, activities, and assessments that support the learning objectives as determined by the instructional design plan.
Course Delivery Phase – choose and implement instructional methods that are best suited for the learning outcomes. Also considered are instructional modality, teacher strengths, discipline, and student expectations.
Assessment Phase - use data (student achievement) on course assessments to evaluate the effectiveness of the instructional design, development, and delivery.
Revision Phase - collaborate with the instructional designer to research new instructional strategies for addressing the instructional problem identified during the Assessment Phase.