Amer Ahmed featured in ACUE's 'Q' Blog!

Read his piece, written with Shayla Herndon-Edmunds, on establishing and promoting inclusive pedagogy in this month's "Expert Dive."

Upcoming Events

Tuesday, March 20, 2018 -
2:15PM to 3:45PM
Putting Your Teaching Philosophy into Practice

International Scholars Forum: JJoin us to discuss how to teach in ways that feel authentic to who we are AND create the kind of classroom experience that our students need to learn.. More "Putting Your Teaching Philosophy Into Practice" info.

Thursday, March 22, 2018 -
9:00AM to 5:00PM
Scholarly Writing Retreat - March 2018

Please join us for our monthly retreat where you can focus on scholarly writing in the company of colleagues. You are welcome to drop-in througout the day. More "Scholarly Writing Retreat" info.

Friday, March 30, 2018 -
10:00AM to 11:30AM
Contemplative Pedagogy Working Group

Blackness and Mindfulness: The Intersection of Culture, Justice, and Healing.  Led by Michelle Chatman, Dept. of Justice Studies, University of the District of Columbia. More Contemplative Pedagogy Info.

Wednesday, April 04, 2018 -
11:30AM to 1:00PM
The Autism Spectrum and Neurodiversity in Higher Education: Enabling Connective Teaching and Learning

Diversity Lunch Talk:  Join UMass faculty for four flash presentations, with following open discussion, that demonstrate a range of ways instructors can create assignments and assessments that provide students various paths to learn and motivate diverse students.  More “The Autism Spectrum and Neurodiversity in Higher Education” info.

Faculty Profile

David Gross Partners with TEFD to Study Teaching
Professor | Biochemistry & Molecular Biology

“Comparing across three different sections of the same course, we did not find statistically significant differences in individual performance, effort, or team performance depending on whether teams were formed by the instructor, by students, or randomly by the learning management system.”

In collaboration with TEFD’s Mei-Yau Shih and Sarah Pociask, David Gross (Biochemistry & Molecular Biology) studied the impact of team formation strategies on student performance and attitudes in one of his team-based courses. They found that instructor-designed teams were more diverse, but that students in these teams performed no better than their peers in self-selected or randomly assigned teams. To find out more, read the full article, which was published in the July 2017 issue of the Journal of Scholarship of Teaching and Learning.