Collected May 2004

by Donna Troka (dtroka@emory.edu)


Stanford University- Center for Teaching and Learning (650.723.1326)

Director: Michele Marincovich, Ph.D (marin@stanford.edu)

Program Manager: Linda Salser (lsalser@stanford.edu)

Staff: 7 faculty, 1 technology, Office Manager, Program Manager

Mission: To support the effective communication of knowledge and the love of learning by faculty in the classroom, by graduate students in their roles as apprentice scholar/teachers, and by undergraduates as they take their place in the community of scholars.

Organization: with Vice Provost for Undergrad Education 

Example of activities: faculty workshops & ta workshops (not usually connected); Topics include: Leading Effective Discussions, Updating Websites, Managing Time, Launching Faculty Career, Teaching Effectively Using Power Point. These events take place throughout the day and evening. Award winning Stanford faculty lecture giving their viewpoints on teaching issues. Also do one on one consultations- this program is very well received.  Oversight committee (grad students and faculty) who look at teaching evaluations. Most popular service are teaching consultations & workshops.

Who and How Many Served: Faculty and Grad Student TA’s; mostly serve faculty from Humanities and Sciences, Engineering & Earth Sciences (all have undergraduate programs). Over 600 faculty, 2000 graduate students served which leads to the serving of nearly 5000 undergraduates.

Effectiveness & how it is measured: very effective; evaluations of programs big and small. Also evaluate the center and its programming at the end of each quarter.


Connected to the Center for Teaching and Learning is the Program for Oral Communication which focuses on serving graduates & undergraduates to learn public speaking. (40 student tutors & 2 faculty).


















University of North Carolina at Chapel Hill- Center for Teaching and Learning (919.966.1289)

Director: Larry Rowan (Larry_Rowan@unc.edu)

Associate Director: Iola Peed-Neal (Iola_Peed-Neal@unc.edu -or- iola@email.unc.edu)

Staff: 7 faculty, 1 technology person, 1 secretary/receptionist, 1 equipment loan person

Mission: The mission of the Center for Teaching and Learning is to support teaching and learning at all levels and in all contexts in which instruction occurs in the university. In pursuing this goal, the Center works to enhance the intellectual climate, promote open and ongoing dialogue among all members of the University community, and serves as an advocate for academic initiatives, as these enterprises enhance teaching and learning.

Organization: six units: curriculum development, faculty development, instructional development, evaluation & review, classroom support & technical services, and TA development.

Example of Activities: Individual consultations, GTA development, course development, mini grants, teaching resource lab and classroom equipment loan program, teaching circles, campus reading groups

Who and How Many Served: Faculty and graduate students; serve between 2200 and 2500 faculty & grad students/year.

Effectiveness & How it is Measured: all programs are evaluated at the end of the session, the teaching resource lab is evaluated via email every 2-3 years, and they track teacher participation in all services and compare “patron” lists.




Duke University- Center for Teaching, Learning and Writing (919-684-4230)

Writing program (drives the work of the center) and faculty development combined

Director: Joseph Harris

Staff: 34 faculty & 1 Program Coordinator (fellows are either Mellon writing fellows who are post doc (24) and there are Senior Faculty fellows from across the university), 4 support staff

Mission: support work of undergraduate teaching, strengthen the role of writing in undergrad classes, help prepare grad students in their roles as college teachers, sponsor projects on the scholarship of teaching

Organization: seems to be separate programs for grads & faculty. Also writing center and fac development seem separate.

Example of Activities: Writing 20, Writing Studio (for undergraduates), Writing in the Disciplines, Technology seminars & three workshops for graduate students (teaching breakfasts & lunches, preparing future faculty, and mini grants), one on one conferences for both.

Who and How Many Served: faculty & graduate students; roughly 2000 students

Effectiveness & How it is Measured: most effective with writing related projects in first year and beyond. Writing 20 rigourous evals for teacher, course and program. Writing Studio course evaluation. Workshops have eval forms as well.




Carnegie Mellon- Eberly Center for Teaching Excellence (412.268.2896)

Director: Susan Ambrose (sa0n@andrew.cmu.edu)

Staff: 3 faculty, 1 administrative assistant, 1 technology person (really two half time people), 1 part time research associate (who also teaches in her department)

Mission: helps faculty and graduate students to improve teaching practices by gaining an understanding of cognitive and educational principles of teaching and learning and by reflecting, practicing and receiving feedback on course design and classroom performance.

Organization: faculty development & graduate student development.

Example of Activities: one-on-one consultations; discussions of teaching across departments and colleges, seminars on teaching effectiveness. Faculty luncheons, junior faculty luncheons. Book buying for library on faculty development. Teaching fellows who sit in on their peers classes

Who and How Many Served: faculty and graduate students;

Effectiveness & How it is Measured: evaluate consultations, evaluate faculty orientations; increase in faculty course evaluations; evaluate each seminar.

 *Report to Vice Provost for Education



Vanderbilt University- Center for Teaching (615-322-7290)

Director: Allison Pingree (Allison.Pingree@vanderbilt.edu)

Staff: 3 faculty, 1 tech, 1 program coordinator, 1 administrative assistant, 1 grad asst., 3 teaching fellows.

Budget: 65,000 operating budget;

Mission: dedicated to fostering an environment where instructional excellence not only is a goal of individuals, but it truly “community property.” By promoting shared exploration and conversation about teaching, the Center is a symbol of and a vehicle for furthering the University’s commitment to excellence in research, teaching, and learning at every level of the institution.

Organization: director appeases the administrative initiatives; 3 asst. directors- one on faculty, one on grad studies, one on technology initiatives.

Example of Activities: small group analysis, videotaping, teaching observation, microteaching, technology consultation, general teaching consultation, teaching portfolio preparation.

Who and How Many Served: faculty, TAs, any instructors; international TA’s- 85; 20 programs for faculty and GTAs averaging 20 people/event. Future Faculty Preparation Program (F2P2)- Four Tracks for grad student prep. 12 workshops/ per semester. 1000-1500 people/year total.

Effectiveness & How it is Measured: evaluate every program. Some pre-evaluation of events. Some grand scale faculty evals of programs but not ever year.






Yale University- The McDougal Graduate Teaching Center (203.432.2583)

Director: Bill Rando (William.Rando@yale.edu) 203.432.7702



Mission: The McDougal Graduate Teaching Center (GTC) provides a wide array of teaching enhancement services, from individual consultations to University-wide events like "Teaching at Yale" Days and the Spring Teaching Forum and Innovation Fair. Though our services are designed primarily for Graduate Teaching Fellows, our workshops and events are open to anyone else teaching at Yale. GTC courses and workshops combine peer-led discussions of teaching experiences with the introduction of expert teaching methods in all aspects of pedagogy. Many of our courses are led or assisted by our staff of trained graduate teaching consultants. In addition to offering courses, GTC also works with academic departments and programs to help them provide their graduate students succeed in the classroom.


Example of Activities:

Who and How Many Served:

Effectiveness & How it is Measured:





























Harvard University- The Derek Bok Center for Teaching and Learning (617-495-4869)

Director: James Wilkinson (jwilkins@fas.harvard.edu)

Staff: 1 director, 7 Associate directors, 2 post-docs, 1 research fellow, 1 senior consultant, 20 graduate student teaching consultants, 1 technical supervisor, 2 staff assistants, 1 program coordinator, 1 assistant director (financial)

Mission: The Derek Bok Center's mission is to enhance the quality of teaching and learning in Harvard College courses.


Example of Activities: The Center offers consultations for faculty and teaching fellows,

videotaping of classes, support for foreign faculty and teaching fellows, classroom observation, a program to foster writing across the curriculum, a course on discussion leading skills, a seminar on pedagogy, as well as orientations, workshops, and a library of books, periodicals, and videotapes.

            In addition, the staff tailors programs to specific needs of individuals, courses, and departments. Special programs include a network for head teaching fellows, roundtable discussions on teaching in particular departments, workshops on professional development issues, a series of seminars on teaching in the American classroom (for

international teaching fellows), workshops on classroom communication skills (for non-native speakers of English), and sessions for graduate students teaching in the same course on issues like grading and leading class discussions.

            The Derek Bok Center also provides forums for exchanging ideas about

teaching. The center sponsors fall and winter teaching conferences (just before the beginning of each term), a seminar on discussion-leading skills, a graduate writing fellows program, a senior teaching fellows program for award-winning instructors and advanced teaching fellows, and a junior faculty seminar.

            The center’s library, open to all Harvard graduate students, includes

books and journals on pedagogy, the center’s own tip sheets and handouts, and a series of videotapes produced by the center and available on loan. Publications by the center in conjunction with teachers at Harvard include The Art and Craft of Teaching, Voices of

Experience: Observations from a Harvard Teaching Seminar, Teaching

American Students, and the Teaching Fellows Handbook

Who and How Many Served: graduate student teachers: approx. 500 at teaching conference, approx 225 videotaping consultations, approx 50 faculty clients; also consult for other institutions and universities.

Effectiveness & How it is Measured: teaching evaluations, questionnaires, teaching awards, informal response, focus group analysis, promotion/tenure reviews.