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Incoming Faculty Orientation

Incoming Faculty Orientation is a university-wide program brought to you by the Office of the Vice Provost for Faculty in partnership with the Office of the Vice Provost for Education and the Eberly Center. This multi-day event, held annually the week before fall classes begin, provides opportunities to meet other new faculty, learn about evidence-based teaching practices as well as ºÚÁÏÕýÄÜÁ¿ students, policies, and norms, and explore what support ºÚÁÏÕýÄÜÁ¿ provides to faculty. For more information and registration details please visit the Incoming Faculty Orientation webpage.

Teaching and Learning Summit

This highly interactive event is designed to...

• foster dialogue, networking, and collaboration within and across disciplines.
• showcase the transferable, evidence-based, and innovative teaching strategies employed by ºÚÁÏÕýÄÜÁ¿ instructors of all types.
• disseminate the educational research of ºÚÁÏÕýÄÜÁ¿ instructors and learning scientists.

Find out more about the Teaching & Learning Summit

Provost’s Inclusive Teaching Fellowship

PITF supports the adoption of inclusive teaching techniques by ºÚÁÏÕýÄÜÁ¿ faculty of any rank by working closely with the Eberly Center to iterate on a ºÚÁÏÕýÄÜÁ¿ course they are actively teaching. Fellows also meet one or twice per month as a special interest group to explore research and strategies on inclusive teaching. See more info and examples on the PITF website.

Wimmer Faculty Fellowship for the Development of Teaching

Wimmer Fellowships provide resources and Eberly Center support to junior faculty designing or redesigning a course by innovating course materials and/or pedagogical approaches. Each Fellow works in close collaboration with Eberly Center colleagues to design, implement, and assess the impacts of their innovations. 

See more information on the Wimmer Fellowship here...

Teaching as Research Institute:
Can generative AI tools enhance student learning?

Are you wondering how generative AI tools might enhance student learning and equity in ºÚÁÏÕýÄÜÁ¿ courses? Join a community of instructor-scholars brainstorming how to apply generative AI tools in their teaching AND measure the impacts on student learning! Prior experience with AI or educational research is NOT required.

This 4-session program will help you generate ideas for teaching innovations AND prepare to study them in your own ºÚÁÏÕýÄÜÁ¿ course, with tangible Eberly Center support from start to finish. Participants will:

• • Design a generative AI teaching intervention to implement and investigate, 
  • Identify data sources to measure student learning,
  • Design a study to conduct in your course, and
  • Exit with an action plan, including Eberly support, that you could submit as a Teaching as Research Fellowship proposal.

Teaching as Research Fellowship: Generative AI

Generative AI Teaching as Research (GAITAR) Fellows receive a $5000 award and copious in-kind support from a team of Eberly Center colleagues to:

1. implement a teaching innovation using a generative AI tool in a Fall 2025 or Spring 2026 ºÚÁÏÕýÄÜÁ¿ course; 
2. measure the impacts of the innovation on student learning; and
3. disseminate findings at ºÚÁÏÕýÄÜÁ¿ and beyond.

Fellows also participate in a special interest group of instructor-scholars meeting several times per semester to discuss their successes, challenges, and lessons learned teaching with generative AI tools. 

See more information on the GAITAR Fellowships here...

Prior experience with generative AI or educational research is NOT required.
All ºÚÁÏÕýÄÜÁ¿ instructors of record are eligible to apply.

Instrumented, Technology-enhanced, Active Learning Classrooms

Proposal due date: TBD

Program duration: up to one semester of class sessions

The Eberly Center provides two instrumented technology-enhanced, active learning classrooms in the Tepper Quad. These rooms are designed to capture rich data on classroom interactions and behaviors that can be used for (a) formative feedback on your teaching and your students’ learning, (b) exploring the effect of a new technology or pedagogy you wish to incorporate in your course, (c) conducting educational research in a real class setting, and more! Faculty work closely with Eberly colleagues to design and implement their proposed use of an instrumented classroom as well as to collect, interpret, and apply any data collected.