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Center for Faculty Development



Center for Faculty Development

Center for Faculty Development at the University of Colorado Denver supports faculty in their roles as teachers and in their professional lives as academics.  We provide opportunities for ongoing, intentional renewal of teaching practice and support faculty as they work to build successful academic careers.

Please explore our website, check our program descriptions, schedules, and join us for one of the events or activities we have planned for this academic year.  We would love to see you there! 

New Resources and Programs for Teaching in Tumultuous Times

Students and faculty are confronting significant turmoil around the world and across the nation. Difficult and distressing events far from home and close to it are likely to be on the minds of students and faculty as we begin the new semester. To help you prepare for the challenges you may face in your classroom, the CFD has developed opportunities to help you teach in tumultuous times. 

We will kick off the semester with a special webinar on "Managing Hot Moments and Difficult Discussions in the Classroom." After the webinar there will be ample time for discussion and problem-solving.  You can register to attend the webinar on the pull-down menu below.  

The CFD will also host a series of monthly discussions around the topic of teaching in tumultuous times. We call these discussions Cafe Pedagogique. They are structured as lively, informal, meaningful discussions that take place in a relaxed environment with ample access to caffeinated beverages and snacks.  

We also have compiled a fantastic list of resources that are designed to help you anticipate and respond to difficult discussions in your classroom. Please visit our Teaching in Tumultuous Times resource page. 

We hope that you can join us!


 Upcoming Events


 Books @ Work:"How Learning Works: 7 Research-Based Principles for Smart Teaching" Mar 1, 8, 15 & 29

How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning.

Wednesdays,March 1, 8, 15 & 29

3:30-4:30 pm

Lawrence Street Center, CFD Conference Room 320

If you would like to participate in this book group and would like to zoom into the meeting here is the link:

Zoom Meeting:​​​​



 Books @ Work: "The Black Academic Guide to Winning Tenure-Without Losing Your Soul" Mar 2, 9, & 16

Kerry Ann Rockquemore and Tracey Laszloffy go beyond standard professional resources to serve up practical advice for black faculty intent on playing and winning the tenure game. Addressing head-on how power and the thorny politics of race converge in the academy, The Black Academic s Guide is full of invaluable tips and hard-earned wisdom. It is an essential handbook that will help black faculty survive and thrive in academia without losing their voices, or their integrity.

THursdays, March 2, 9, & 16

12:30-1:30 pm

Lawrence Street Center, CFD Conference Room 320

If you would like to participate in this book group and would like to zoom into the meeting here is the link:


 Thursday Threads: Using Social Media in your Class, Mar 2

Don't have time to walk across campus? That's O.K. we have just the professional development opportunity for you. Thursday Threads are bi-monthly collegial conversations about teaching and learning and teaching technologies that take place via. Zoom. Each session is organized around a teaching challenge or a particular teaching technology. Threads are facilitated by a CFD Teaching Fellow. 

Thursday, March 2, 2017


Lawrence Street Center, CFD Conference Room 320

You can join us by coming to the CFD Conference Room or clicking on the Zoom address below.



 Books @ Works: "Closing the Opportunity Gap: Identity-Conscious Strategies for Retention and Student Success" Mar 6, 13 & 27

This book offers a novel and proven approach to the retention and 
success of underrepresented students. It advocates a strategic approach through which an institution sets clear goals and metrics and integrates the identity support work of cultural / diversity centers with skill building through cohort activities, enabling students to successfully navigate college, graduate on time and transition to the world of work. Underlying the process is an intersectional and identity-conscious, rather than identity-centered, framework that addresses the complexity of students’ assets and needs as they encounter the unfamiliar terrain of college.​

Mondays, Mar 6, 13, & 27

3:30- 4:30pm

Lawrence Street Center, CFD Conference Room 320

If you would like to participate in this book group and would like to zoom into the meeting here is the link:



 Lunch & Learn: Getting Students to Engage with Your Assigned Readings Mar 7

This workshop will provide faculty with a variety of strategies to help students engage meaningfully with assigned texts across all disciplines, including essays, course textbooks, scholarly articles, and more. We will define metacognition and the role that it plays in developing college-level reading skills, and explore how to incorporate metacognitive routines in any classroom. Faculty will leave with new hands-on activities to apply in their own teaching.  This workshop will be facilitated by Zoe Fisher, Assistant Professor, Auraria Library.

Tuesday, March 7

12:00 pm - 1:30 pm

Lawrence Street Center

Room 1300 D (CU Online Training Room)


 Cafe Pedagogique: My Discipline Helps (or does not help) to make Sense of this Crazy World Mar 9

This Cafe will focus on how faculty have used (or have not used) their discipline or the content of their courses to help make sense of the tumultuous world around us.  If you did something ingenious to help students get their minds around the election or if you chose not to talk about it at all, please come to share your story and tell us about why you do or do not bring dramatic current events into your classroom.

Facilitator: Mitch Handelsman (CLAS, Psychology)

Time: 3:30pm-4:30pm
Student Commons Building, 2018



 Learning Community: Using Writing to Promote Learning

Facilitator: Rodney Herring

Meeting Dates/Time:  

Friday, February 17, 11-noon (CFD Conference Room, 320 Lawrence Street Center)

Friday, March 10, 11-noon (ORDE Conference Room, 300 Lawrence Street Center)

Friday, March 31, 11-noon (CFD Conference Room, 320 Lawrence Street Center)

Friday, April 14, 11- noon (ORDE Conference Room, 300 Lawrence Street Center)

Friday, April 28, 11-noon (CFD Conference Room, 320 Lawrence Street Center)

You only need to register once.

Description: Writing-Intensive (WI) courses require students to write regularly as a means of learning course content. Writing has been shown to improve students' mastery of practical knowledge in fields of study across the university. So writing in such courses is not primarily a tool for assessing learning; it is a tool students use to develop their learning. WI courses are not limited to particular disciplines or class sizes. A large lecture in biology or history can use writing as successfully as an engineering or psychology seminar can. In this Faculty Learning Community, we will examine the writing-to-learn approach to writing pedagogy, consider examples of writing assignments and sequences in WI courses, and discuss strategies for responding to and evaluating student work. Participants will work toward creating one new project--e.g., a writing assignment, a revised assignment sequence, a syllabus that incorporates WI approaches to learning--and we will use some FLC meeting time to workshop these projects. This FLC will be facilitated by Rodney Herring, Assistant Professor of English and Director of Composition.


 Learning Community: Course-based Undergraduate Research

Facilitator: Leo Bruederle

Meeting Dates/Times: TBD by group

Course-based undergraduate research experiences (CUREs) involve whole classes of students in addressing a research question or problem.Participants in this FLC will explore the central features of CUREs, discuss examples of successful CUREs, and critically assess the effectiveness of CUREs.  Faculty who participate in this FLC will also make progress on an individual project to develop, implement, or improve a CURE of their own. The group will brainstorm and provide one another with feedback on their projects.  This FLC will be facilitated by Leo Bruederle, Associate Professor of Integrative Biology and CURE enthusiast.


 Lab Course Design and Student Outcomes: Lisa Corwin March 10

Recent work has highlighted many student outcomes resulting from research-based courses (e.g., Course-based Undergraduate Research Experiences, Inquiry-based Laboratory Learning), including outcomes that influence persistence in science, such as increased project ownership (Hanauer et al., 2012). Yet, no studies have investigated how specific design elements and implementation of these courses affects these outcomes. The Laboratory Course Assessment Survey measures three elements of research-based course design (Corwin et al., 2014). These include (1) Discovery and Relevance, or the opportunity for students to make or find something new that is of interest to the scientific community, (2) Iteration, or the opportunity to revise or repeat aspects of scientific work to move research forward, and (3) Collaboration, or the opportunity to work with and assist other students and reflect on one’s learning. We used this instrument in conjunction with the Project Ownership Survey (Hanauer et al., 2012) and a question asking students to rate their likelihood to pursue a scientific career in order to examine relationships between course design, ownership, and persistence. We collected and analyzed data from a total of 836 students in 71 laboratory courses, including CUREs, traditional labs, and inquiry labs, across the United States. Using a structural equation modeling approach, we examined hypothesized relationships among course design, ownership, and intentions to persist. We found that a) prior intentions to persist in science have a strong relationship with students’ intentions to persist after completing a laboratory course, b) each course design element has a direct effect on project ownership with iteration having the strongest relative effect, and c) the effects of course design on intentions to persist are mediated by ownership.

Friday, March 10, 2017


Science Building, 2001




 Thursday Threads: Appy Hour, Image Editing and Infographics Mar 16

Join in the conversation with Amy Arnold from CU Online and Jenny Filipetti from the Creative Technology Commons (Auraria Library) as they discuss simple image editing and infographics. Learn about some free digital tools that can help you transform your content.

3:0​0-4:00 pm
CFD Conference Room
320 Lawrence Street Center

Zoom Meeting:  




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Lawrence Street Center
Suite 320
1380 Lawrence Street
Denver, CO 80204



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