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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


 Thursday Threads: Strategies for Student Feedback, Feb 2

Feedback is one of the most important contributions faculty make to student learning. Providing students with quality feedback can serve to engage and motivate them, clarify their understanding, and extend their learning and self-efficacy. Let’s share our strategies for providing students with feedback that promotes learning.

Thursday, February 2, 2017

3:​00-4:00 pm

Lawrence Street Center, CFD Conference Room 320

Zoom Meeting:​​​​



 Lunch & Learn: Involving Students in Course Based Research Experiences, Feb 7

Tuesday, February 7, 2017

12:00-1:30 pm

Lawrence Street Center, Conference Room 1300D

Join Leo Bruederle, Director of Undergraduate Research and Creative Activities for a panel discussion about Course-based Research Experiences. Panelists will reflect on their experiences leading course embedded undergraduate and graduate research projects and discuss the benefits of embeding research into courses.  Panelists include:

Dr. Chris Miller (CLAS, Integrative Biology)

Dr. Carrie Makarewicz (CAP, Urban Planning)

Dr. Sarah Horton (CLAS, Anthropology)​

Dr. Amy Boele (SEHD, Special Education)

Dr. Tod Duncan (CLAS, Integrative Biology)

Dr. Sheila Huss (SPA, Criminal Justice)


 Books @ Work: "Teaching to Transgress: Education as the Practice of Freedom" Feb 7, 14, 21 & 28

In Teaching to Transgress, bell hooks--writer, teacher, and insurgent black intellectual--writes about a new kind of education, education as the practice of freedom. Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal. You only need to register once.

Tuesdays, February 7, 14, 21 and 28

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:


 Books @ Works: "The Peak Performing Professor: A Practical Guide to Productivity and Happiness" Feb 8, 15 & 22

Drawing on research from the fields of neuroscience, faculty development, work productivity, positive psychology, and resilience, The Peak Performing Professor is filled with techniques, strategies, and practical tools for managing the complexities of academic life while maximizing professional potential.

Wednesdays, February 8, 15 & 22

12:30- 1:30pm

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:


 Cafe Pedagogique: The Tenor of the Times Has Impacted My Classroom, Feb 9

Title:  The Tenor of the Times Has Impacted My Classroom
Facilitator: Franci Crepeau-Hobson (SEHD)
Location: Student Commons Building, 2018
Time: 3:00pm-4:00pm

This Cafe will focus on how social, political, cultural, and economic events have shaped classrooms in positive and negative ways.​​​

*Please note the time for this event was shifted back 30 min due to another scheduled event hosted by the Chancellor and Provost office.
(The original scheduled time was 3:30-4:30)


 Thursday Threads: Appy Hour: Interactive Tools for Student Engagement, Feb 16

A conversation about enhancing student engagement in Canvas by utilizing interactive tools. We will discuss the tools you are currently using (if you are using anything), what you wish you could do in Canvas, and then discuss some tools you may not have seen before that can lead to more interactivity in multiple areas of your Canvas courses.

Thursday, February 16, 2017


Lawrence Street Center, CFD Conference Room 320

Zoom Meeting:


 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






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