Peer Assessment of Teaching (For Remote Instruction)

Sometimes a little collegiality is just what the doctor ordered to iron out the kinks in a course. 

We can all use some feedback every now and then and teaching in new environments calls upon new skills. A colleague with fresh eyes can help you spot what is going well and what can be improved.

The Center has adapted our regular peer assessment of teaching to suit the new pandemic format. Watch for more information to enlist a colleague (or two!) to be evaluation buddies. 

Note that this process is for formative evaluation only and is not intended for summative review for promotion or tenure. 

Tough Talks: Intersectional Identities

These talks engage our entire campus community in difficult conversations about the state of teaching, learning, and higher education. We designed them to bring folks with a variety of perspectives together to take part in thoughtful conversations about pressing issues.

This year, we’ve isolated a theme around “intersectionality” to provide ourselves with space to support our students and colleagues.

Watch for more information in the next few weeks about this series, collaborators, sessions, and opportunities to engage. 

Learning Circles

What is a Learning Circle? 

Learning circles are a new addition to our suite of CATL programming! 

These circles offer you a way to bring together instructors, staff, and/or students who have a shared interest in an issue that affects the landscape of higher education to build collective knowledge and support your professional development.  

We hope these learning circles gather people from different areas or disciplines to engage in conversations around shared issues. 

How do we get started?

If you and a few of your colleagues have been kicking around ideas about topics in higher-ed for which you would like to learn more, you should consider starting a Learning Circle. Once you have a few people already on board, then submit a proposal to open the circle to the rest of the UWGB community. Once you apply and hear back from a CATL memberCATL will handle signups and then hand over a full participant list so that your group can coordinate meetings. 

Call for Proposals:

Facilitator(s) will need to organize the following information for their proposal: 

  • Facilitator contact information, 
  • Learning circle topic/issue and brief description, 
  • Information about the expected number of meetings and when those meetings will take place, 
  • A plan for meeting with your participants: remotely, in-person, asynchronously or synchronously; this plan should account for participants joining remotely in all scenarios. 
  • A description of a deliverable or product this learning circle’s members might produce, 
  • A list of learning materials and their approximate cost (e.g. subscription to an e-book or journal, a physical book, printed materials, etc.), 
  • After you submit your proposal, CATL will reach out about a budget proposal for up to $330 in supplies and expenses. 

To start a learning circle:

Submit a Proposal

Learning Circle Criteria

  • Learning Circles can be a semester long commitment or an academic year. 
  • Learning Circles can be open to the UWGB campus community, but topics may split membership depending upon interest (faculty, instructional academic staff, non-instructional academic staff, graduate students, teaching assistants, and students). 
  • Should be between 5-15 individuals (if there aren’t at least 5 people interested in participating, we’ll keep the proposal for upcoming semesters in case there may be renewed interest; if there are more than 15, then we may split the group into two). 
  • The group must generate a product to share with the rest of the UWGB Campus via the CATL website or blog. 

Circle Members

Each circle will have a facilitator (the person who applies!) who will be the liaison to CATL, but the facilitator doesn’t need to have specialist knowledge in the learning circle topic.The facilitator will also be responsible for any awarded budget. Learning Circles are intended to be non-hierarchical and all members play an equal role in their success. Members decide as a group on the specific format of the circle in order to best meet the learning needs of the group, so as people apply to participate, CATL will remain in contact with the Learning Circle facilitator to firm up details and plans. 


Products and deliverables for learning circles are not extensive: a book or literature review; a shared annotated bibliography; a checklist informed by your learning materials; a recommended statement to propose to the UC or Faculty Senate; a playlist of relevant media for others who wish to learn more. 

Fall Showcase

The Fall Showcase will be a virtual poster session that highlights the scholarly teaching on campus. This work is rigorous and often goes unnoticed. We seek to bring it out into the light for the attention it deserves. So, if you have put work into a scholarship of teaching and learning project, this showcase is for you. It is also for you if you have put in a work on a departmental assessment project; prepared for an accreditation visit; or done a creative redesign of an assignment or course to deal with pandemic circumstances. In short we are looking for the creative and rigorous ways that you have worked on to improve your teaching and your students’ learning. See the full call for more information or email for more information. Submissions are due Sep. 25.

Mitigating Equity Gaps Community of Practice

Are you someone who is always searching for new ways to promote equity in your courses? This year’s community of practice will bring like-minded individuals together to try out new interventions in our introductory and gateway courses to promote greater equity in student success. 

Structural inequities in higher educationexacerbated by the pandemicmay leave you struggling to find ways to promote change. This year-long community of practice will connect us with our colleagues so that we can collectively research strategies to enhance student learning and retention in our introductory or gateway courses. In the fall, we will discuss three different forms of interventions: interventions you can apply as the instructor; interventions you can encourage students to apply in their courses; and interventions you can leverage from the universityIn the spring semester, you will select and apply one strategy to a specific introductory or gateway course you are teaching, and we will work together to assess our impact on teaching and students. This community will also be able to investigate larger systemic issues that create barriers for students and instructors, and we will be able to share our ideas for change with decision-makers on campus. 


This year’s community of practice will meet once a month via Microsoft Teams and will engage in asynchronous work and discussion in Canvas between meetings.  Our synchronous meetings will be from 12-1 p.m. on Sep. 25, Oct. 16, Nov. 13, Dec. 11, Jan. 29, Feb. 19,  Mar. 26, and Apr. 23. We encourage you to apply even if you cannot make some of these times; we will provide alternative means of engagement for those unable to make a virtual meeting. 


This community of practice is open to anyone who teaches an introductory course or a course that serves as a gateway to the major. Research has uncovered national trends in high-enrollment courses across disciplines such as Economics, Accounting, Biology, Philosophy, and College Writing. While the experience is open to all who teach gateway or introductory courses, we are particularly interested in supporting instructors who teach courses in these and other disciplines that have systemic, national issues. We have space for 15 instructors. If you are a First-Year Seminar instructor, we encourage you to seek out the First-Year Seminar community of practice because it is designed to provide you with specific resources to support students in those courses. 


Instructors who complete the community of practice are eligible for a $500 stipend. If you are a 12-month, non-instructional staff member who teaches an introductory/gateway course, please reach out to your supervisor to see if they are supportive of this opportunity. 12-month staff receiving this stipend on overload may need to complete an Alternative Work Schedule Request to account for stipend-related activities performed on regularly-scheduled work time for their primary appointment, and the stipend will need to be approved by the Position & Compensation Review Committee. 

How to apply

Click below to apply in Qualtrics. It will ask you to list the class you wish to work on with our community and to share what sort of intervention(s) you may wish to explore. While you will have all of the fall semester to consider what you wish to do in the spring, we wish to hear what instructors are interested in doing so it can inform our program.  

Apply Here