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One reality unites educators across disciplines as diverse as Dance, Medicine, English and Engineering: the point of instruction is to ensure that students learn from our expertise. Fortunately, current neuroscience research on learning has established a common foundation that transcends content and setting. This workshop will mine that current research to explore how educators can design memorable learning experiences, how we can enhance student learning through practice, how we can make learning stick, how we can be aware of the myths about learning, and how we can create moments of metacognition to enhance understanding. We will discuss the implications for education within various contexts and disciplines across Rutgers University.

April 18, 2019

Richard Weeks Hall of Engineering, Busch Campus, Room 208

1:30 pm - 3:00 pm


Introducing the Swivl

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The Center for Teaching Advancement and Assessment Research recently purchased a Swivl robot that makes it easy for instructors to video record their classes for personal reflection or peer review of teaching. The device works by "following" the instructor through the room as he or she presents material while recording student and instructor audio. Not only does video-recording help improve teaching, but it can also be an incredible addition to a digital teaching portfolio or personal website. 

If you are interested in scheduling a date to borrow the device and test it out in your classrooms, please contact me at 

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How can you combine the tools of research/scholarship with the practice of teaching and the science of learning? In this lively workshop session, hosted by CTAAR, we will consider what teaching and learning scholarship is; what it aspires to be;  how to design effective studies; and why it matters (to you and others).  By thinking through some of its big questions as they apply to your classroom, we will make sense of what's happening in the field of pedagogy and find relevant and meaningful ways for you to integrate the lessons learned into your own published research project.

Laura Cruz is an associate research professor of Teaching and Learning Scholarship at Penn State's Schreyer Institute of Teaching Excellence. Her role is to heighten awareness of a growing body of research in teaching and learning in higher education. Cruz has worked with hundreds of faculty to develop research projects leading to presentations, publications, external grants, and advanced insight into comprehensive and disciplinary-based pedagogical practice. Her extensive publications include work in history as well as course and program design, educational technology, educational development, and emerging forms of scholarship.


Livingston Student Center

Room 202AB

11:30 am - 1:30 pm



Busch Campus Center

Room 174

3:30 pm - 5:00 pm


Learning Analytics at Rutgers University

Wednesday, November 7th, 2018

Livingston Student Center 201 AB

11:00 - 1:00 pm (Please RSVP)

Join us for a discussion on the role of Learning Analytics at Rutgers to continue the conversation after Dr. Ryan Baker's talk in October. We will consider what data are/can/should we be using to improve the student experience and student learning, the implications and challenges of utilizing learning analytics at Rutgers University, and share how different faculty, departments, and schools are currently using data.  

To RSVP, please go to

CTAAR has created a page on our website with various resources on the use of learning analytics in higher education: - be sure to check it out!

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Professor Jane Miller continues her lecture series about "Writing About Numbers" with a session about how to teach students to write about numbers.

Friday, October 26
Livingston Student Center, Rm 202
9:00 am - Noon

Register here:

Learning Analytics: Promises & Limitations, with Dr. Ryan Baker

Monday, October 15th, 2018

Livingston Student Center 202 ABC

11:30 - 1:30 pm (Please RSVP)

Join us for a talk by Ryan Baker, a truly innovative thinker in the field of analytics, data mining, and machine learning, followed by a discussion on the role of learning analytics at Rutgers University. Dr. Baker studies how students use and learn from educational games, intelligent tutors, and other kinds of educational software. Drawing on the fields of educational data mining, learning analytics, and human-computer interaction, he develops methods for mining the data that come out of the interactions between students and educational software. He then uses this information to improve our understanding of how students respond to educational software, and how these responses influence their learning.

We will also have a panel of Rutgers faculty to continue the discussion, including promises and limitations, after Dr. Baker concludes. Lunch will be served.

To RSVP, please go to

CTAAR has created a page on our website with various resources on the use of learning analytics in higher education: - be sure to check it out!


The New Brunswick Department of Anthropology is sponsoring a series of talks that will explore the role of linguistic difference in shaping education at Rutgers and in the United States. Each talk includes a workshop led by Anthropology faculty and graduate students.

To register and get the details of the locations, contact please replace brakenmail with

  • Sept 28: Bernard Perley, University of Wisconsin Milwaukee, Associate Professor of Anthropology
    • 4:00 pm Lecture: Remediating New World Amnesia: The Return of Indigenous Ancestral Voices
    • 1:30 pm Workshop on linguistic blindness to indigenous linguascapes at Rutgers
    • Facilitators: Karelle Hall and Becky Schulthies
  • Oct 19: Mara Green, Barnard College, Assistant Professor of Anthropology
    • 4:00 pm Lecture: Horizons of Language: Deaf Communicative Practices in Nepal
    • 1:30 pm Workshop on standardness ideologies and linguistic diversity in the classroom
    • Facilitators: Nan Hu and Kathleen Riley
  • Dec 7: Sonia Das, New York University, Associate Professor of Anthropology
    • 4:00 pm Lecture: Heritage Language or Racial Slur? The Politics of Speaking Tamil in Québec
    • 1:30 pm Workshop on heritage language in the classroom
    • Facilitators: Reecha Das and Becky Schulthies
  • Feb 8: Amy Paugh, James Madison University, Professor of Anthropology
    • 4:00 pm Lecture: Language Gap or Resource? A Language Socialization Approach to Linguistic Diversity
    • 1:30 pm Workshop on language impoverishment ideologies in the classroom
    • Facilitators: Marian Thorpe and Kathleen Riley
  • Feb 22: Nelson Flores, University of Pennsylvania, Associate Professor of Educational Linguistics
    • 4:00pm Lecture: Becoming the System: A Raciolinguistic Genealogy of Bilingual Education
    • 1:30 pm Workshop on critical race educational pedagogies in the U.S.
    • Facilitators: Marlaina Martin and Christien Tompkins
  • April 12: Bonnie Urcuioli, Hamilton College, Professor Emeritus of Anthropology
    • 4:00 pm Lecture: Linguistic difference: hiding in plain sight
    • 1:30 pm Workshop on diversity talk in the classroom
    • Facilitators: Gabrielle Cabrera and Ariana Mangual Figueroa

CTAAR Workshop: Writing About Numbers, with Dr. Jane Miller

Friday, October 5th, 2018
College Avenue Student Center 411, ABC

Breakfast at 8:30, workshop from 9am-12pm (Please RSVP)

Communicating numeric information is an extremely common task for university members, whether faculty, students, administrators, or staff. For instance:

  • Faculty members must convey the results of their quantitative research to lay audiences and to people in "applied" professions related to their topics, as well as other academics.
  • Students must analyze and communicate data on a variety of topics for their coursework, research projects, and volunteer or other extra-curricular activities.
  • Administrators must present budget figures, showing how much each component contributes, trends across time, and impacts of new or existing funding formulas.

However, few people are trained in how to communicate numbers effectively, leading to many bad habits such as overuse of tables with dozens of numbers in tiny font (many of which are not needed for the point at hand!), poorly designed charts, and sentences that require readers to do the math to figure out the answer to the question behind the numbers. These and other issues with poor quantitative communication plague scholarly books and articles, lecture slides, online instructional materials, grant proposals, and budget reports alike, making them far less effective than they could be.

Prof. Jane Miller (Bloustein School), author of two books in the Chicago Guides to Writing, Editing, and Publishing series (University of Chicago Press), has taught workshops to many academic, research, and communications audiences. On Friday, Oct. 5 she will offer a hands- on workshop for Rutgers University members, sponsored by the Center for Teaching Advancement and Assessment Research. The workshop will introduce and demonstrate use of numbers as evidence, tools for presenting numbers, and a set of principles to help participants learn plan for and evaluate their writing (and speaking) about quantitative information. Participants will have the chance to try their hand at some example exercises to practice the new ideas and gain some ideas on how to teach those principles and skills.

See more about Dr. Miller and the book, Writing About Numbers.

To RSVP, please go to

All Rutgers university students and staff now have access to the library of self-paced courses and tutorials. covers many topics from educational subjects such as statistics and graphing through basic office productivity apps. Rutgers staff will find useful for learning new job skills, and faculty will find it useful for incorporating supplemental materials into their courses to develop students' cocurricular and ancillary skills. 

Previous users please note:

  • If you see an "I've Had an Account" option, click that to migrate your previous history, badges, and account settings to your new university account. You will only see this option once, and cannot change your mind later.
  • If you do not see the "I've had an account" option and used a account that was obtained through Rutgers, your previous history, badges and settings should have been automatically copied over to the new account. 

Log in to the the university-wide site here:

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The Center for Teaching Advancement and Assessment Research (CTAAR) is pleased to announce the Rutgers University pilot program for the American College and University Educators (ACUE) Course in Effective Teaching Practices. This course has been available at Rutgers University-Newark for a few years and has been very well-received. Chancellor Cantor purchased and implemented ACUE and set a goal to certify 70% of teaching faculty in the next several years. In a statement, Bonita Veysey, Vice Chancellor for Planning and Implementation, said that the program was "exceptionally useful" and "already proving to be a source of positive change in both student and faculty outcomes". We hope that it will prove equally valuable for the faculty in Camden, New Brunswick and RBHS, both as a way to enhance our teaching, but also to provide material than can be made useful for a robust and meaningful evaluation of teaching. 

Senior Vice President Barbara Lee has funded a pilot of this program for a select group of New Brunswick, RBHS, and Camden instructors. Sixty faculty participants have been selected by their deans to participate in the pilot and receive the nationally-recognized Certificate in Effective College Instruction endorsed by the American Council on Education (ACE). The Center for Teaching Advancement and Assessment Research will coordinate the pilot project for the University.  

The program is an online course with high-quality video training sessions which offers a comprehensive exploration of scientifically vetted teaching methods. It consists of 25 modules that will be completed online with a cohort of faculty, guided by a facilitator from CTAAR. The modules include five units of study: Designing an Effective Course and Class, Establishing a Productive Learning Environment, Using Active Learning Techniques, Promoting Higher Order Thinking, and Assessing to Inform Instruction and Promote Learning. You can learn more about the Course and the content of each module here: 

Early evidence assessing the ACUE program at other universities and colleges suggests that it is effective. Johns Hopkins Center for Research and Reform in Education studies evaluating implementation in Miami Dade College showed that faculty who completed the course received significantly more positive student feedback than those who had not. The majority of faculty reported that they learned new skills, increased their enjoyment of teaching, and would recommend the course to their colleagues (Morrison, et al, 2017).  

ACUE will kick off the program with an in-person Course Launch on Friday, September 21st. The Course will run through May 4th, 2019 with participants completing approximately one online module every one or two weeks. Faculty who complete the course will receive a badge of recognition during the concluding ceremony, and the reflections produced during the course will be appropriate for use in a teaching portfolio. 


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