ACUE: DESIGNING STUDENT-CENTERED COURSES
The microcredential course in Designing Student-Centered Courses is fundamental in designing a course that draws clear connections between its learning goals and course content and positions students success at the center of its logic and organization.
This course is organized around six competencies and takes approximately seven weeks to complete. You will learn with a professionally facilitated online cohort of faculty members, with whom you will share insights and ideas.
The P3 Collaboratory is excited to be able to provide faculty, teaching staff, and PhD / MFA students with the opportunity to actively improve their teaching practice through participation in this FREE 7-week course on fostering intellectual curiosity created by the Association of College and University Educators (ACUE) and facilitated by P3 faculty.
ANCHORING HIGHER EDUCATION CONFERENCE
The Anchoring Higher Ed Conference is a biennial, daylong campus convening focused on teaching and learning innovation in higher education. Our focus is on producing transformative knowledge and collectivities with the purpose of contributing to the long-term success of young people at Rutgers-Newark and in the greater Newark community. We want to bring the latest in the science of learning to our campus and community, with an eye toward experimentation and collaboration and an understanding of the role of higher education in dismantling systems of disadvantage.
DIFFICULT DIALOGUES WORKSHOP
Learn how to craft questions that foster dialogue rather than divisiveness, how to handle disruptions when the outside world breaks into classrooms, and foster a classroom space that promotes trust, connection and curiosity across differences of core identities, values, and world views.
ADVANCED THEORY AND PRACTICE TEACHING COURSE
Advanced Theory & Practice is a for-credit graduate-level course designed to prepare doctoral students for the rigors of college teaching. With a rigorous trans-substantive approach to instructional development, we work to familiarize future faculty with the latest science on cognition and learning psychology. Students in the course develop concrete skills, teaching strategies, and professional preparation that can be incorporated into any course, at any time.
COURSE DEVELOPMENT GRANT
In partnership with the Office of the Chancellor at RU-N, the P3 Collaboratory leveraged external grants to support pedagogical innovation and pedagogical research. In 2019, with the support of the Lumina Fund for Racial Justice and Equity, Rutgers-Newark awarded course development grants for RU-N faculty to craft new, or redesign existing, courses that incorporated high impact pedagogical practices proven to improve student learning outcomes.
THE McCAMMON METHOD (RETHINKING THE FLIPPED CLASSROOM)
The McCammon Method (Rethinking the Flipped Classroom) is an interactive workshop that provided coaching and resources for faculty and PhD students across disciplines to effectively incorporate a "flipped classroom" into their pedagogical practice.
SMARTeaching: A SERIES ON FACULTY DEVELOPMENT
The Success Made for All: Revitalizing Teaching (SMART) series is designed to connect you to available campus resources, introduce you to the latest research on teaching, learning, and neurodevelopment, prepare you for challenges you may confront in the classroom, and introduce you to innovative ways that you can help prepare all of your students for success.
The SMARTeaching workshops are the perfect way to ensure that faculty at Rutgers-Newark and graduate students preparing for a career in academia are working SMARTer toward our collective student success goals!
THE CHANCELLOR'S CONFERENCE ON THE NEW PROFESSORIATE
In October 2016, The Chancellor’s Conference on the New Professoriate: Tenure, Diversity and Engagement brought together national thought leaders and Rutgers University-Newark faculty to engage in the difficult conversations facing higher education and our academic community. Our student body has outpaced the changing demographics across the U.S. The extraordinarily diverse student body of Rutgers University-Newark reflects the complex intersectional landscape of heritage, language, race and ethnicity, class, sexuality, faith traditions, and more. And we must meet the promise that our students and our community demand from us.
Create more equitable student learning enviroments
Create a classroom environment that allows all students the opportunity to be successful
Enforce academic integrity policies and support student success
The Reinvention Collaborative hosted a town hall discussion with Dr. Claude Steele, featuring Dr. Mary Murphy of Indiana University Bloomington, followed by a panel of research university leaders highlighting their use of social psychological interventions to create more equitable student learning environments.
Resource for available at
The Office of Disability Services (ODS) provides the necessary tools, resources, and support for students with disabilities and for faculty to better support disabled students.
For more information, contact Allen Sheffield at firstname.lastname@example.org
The Office of Academic Services (OAS) and the Office of Community Standards and Student Development are dedicated to student success, including academic and professional development. They work with faculty to ensure they know the role they play in upholding and promoting the conduct philosophy.
Resources for instructors are available at
Learn more about effective uses of new (and not-so-new) technology in your classroom
Avoid gender bias in reference writing
Academic Technology Services (ATS) partners with faculty and students to provide educational technology support and enrich coursework creating excellence in teaching and learning.
For more information, contact Joy McDonald at email@example.com
Working on student letters of recommendation? This may help: "Avoiding gender bias in reference writing", by the University of Arizona Commission on the Status of Women
Resource for writers is available at