Faculty Teaching Retreat
Last summer, 19 BC faculty joined CTE staff on the Cape for the second Faculty Teaching Retreat, which included presentations and roundtable discussions about pedagogical practice as well as time for independent work and one-on-one consultations. The CTE is grateful to the University Council on Teaching, Intersections, and the Provost's office for financial support of this event, which provided valuable space for developing and applying teaching strategies as well as building relationships with colleagues.
Due to the uncertainty presented by the COVID-19 pandemic, the CTE has decided not to plan a retreat for this year. We look forward to welcoming faculty back for a Teaching Retreat in June 2022.
The Center for Teaching Excellence is committed to providing equal access to its events and programs. Individuals with disabilities who anticipate needing accommodations or who have questions about physical access may contact email@example.com.
Accommodations and all meals are provided for participants at the retreat. Accepted applicants should expect to:
- Converse with colleagues about teaching and learning;
- Participate in sessions led by fellow faculty members and CTE staff; and
- Work individually on their own class projects.
In addition, all attendees are responsible for reporting on their progress toward meeting a learning challenge after the retreat, including:
- A one-page description of their progress during the week of the retreat, to be submitted at the end of the retreat;
- A syllabus for the course (and, if a revised course, a description of revisions) to be submitted at the beginning of the semester in which the new or revised course is taught; and
- A reflection on the success of the project, including discussion of relevant evidence, at the end of the semester in which the revised course is taught.
Applications are evaluated on several criteria:
- Thoughtful articulation of learning challenge;
- Feasibility of the project for a weeklong retreat;
- Thematic fit with other applications;
- Impact of the proposed project on department or program offerings; and
- Available CTE resources to assist the instructor’s response to the learning challenge.