- About CELTUA
- Calendar and Events
- Full and Part-time Faculty and Staff
- Grad and Undergrad Students
- Grants and Awards
- Overview
- Past Recipients and Project Summaries
- E. Phillips Knox Teaching Award
- Major Teaching Project for Departments/Programs
- Major Teaching Project for Individual or Small Groups of Faculty
- Minor Teaching Project for Individual or Small Groups of Faculty
- Minor Teaching Project for Individual or Small Groups of Graduate Students or Undergraduate Students
- Visiting Teacher Award for Departments/Programs
- Faculty Exchange Relocation Grants
- Award Portfolio Examples
- Engaged Learning and Top 25
- Assessment
- Assessment/Accreditation
- Assessment Successes
- Briefs
- E-portfolios
- Student Success Plan
- Publications and Library
- Consulting and Resources
Mission Statement
Our mission is to:
- Support learning, teaching, and assessment in the Engaged University
- Encourage appreciation of diversity and global awareness
- Promote reflective and scholarly practice by teachers, students, and our Center
"The Engaged University" is a vision of Miami's curricular and co-curricular efforts devoted to helping students develop toward intellectual maturity as creators of knowledge rather than receivers of knowledge. As articulated by MU's President Hodge, we should engage students in scholarly inquiry from the beginning of their college careers, gradually giving them more responsibility for the process.
An inclusive learning environment facilitates intellectual maturity by inviting students to explore different perspectives and to reflect upon their relationships to others both locally and globally; this helps prepare student for a world and workforce that are diverse and global in nature.
To reach these goals of engaged and inclusive learning, CELTUA endorses scholarly reflective practice by teachers, students, and our Center.
For teachers, we suggest a model that follows the outlines of scholarly investigation: Scholarly instructors set their instructional goals, use research literature to select instructional methods to reach those goals, assess their effectiveness, and reflect/revise their goals and approaches. Some educators will carry out this cycle in systematic ways that allow them to contribute to the scholarly literature on teaching and learning. (Glassick et al, 1997; Richlin, 2001)
For students, learning to engage in scholarly inquiry includes becoming aware of one's own thought processes. Such metacognition enables students to evaluate evidence and the perspectives of external authorities critically, construct new knowledge, make their own informed judgments and act ethically (Baxter-Magolda, 2004). Independent learning skills facilitate life-long learning.
For the Center's work, we believe that faculty development efforts should be informed by recent research and by assessing the effectiveness of our programs. We share the outcomes of our efforts publicly in presentations and publications.
Thus, we see our mission as embodying and promoting engagement with scholarly and reflective practice to support the development of faculty and students as members of a diverse and global community.
Faculty development: The Miami University assessment model:
What is the Global Miami Plan?
The Global Miami Plan is an integrated, comprehensive curriculum designed for the 21st Century. Students gain knowledge of issues that face the world today, as well as the historical and cultural background of these issues, and their implications for the future. By focusing upon one or more regions of the world as a means to link their Miami undergraduate experience to a global perspective, students are better prepared for their future endeavors and better prepared to be global citizens. The Global Miami Plan stresses intercultural competence and global perspectives by emphasizing each of the four Miami Plan principles in a global context.
Model of reflective practice
We endorse a model of reflective practice that follows a model of scholarly investigation: Scholarly instructors set their instructional goals, use research literature to select instructional methods to reach those goals, assess their effectiveness, and reflect/revise their goals and approaches (Glassick, Huber, & Maeroff, 1997; Richlin, 2001). Not all scientist-educators will carry out this cycle in systematic ways that allow them to contribute to SoTL, but this model serves as a gateway to SoTL practice.
References
Baxter Magolda, M. B. (2004) Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development. Sterling, VA: Stylus Publishing.
Glassick, C., Huber, M.T., & Maeroff, G. (1997). Scholarship assessed: Evaluation of the professoriate. San Francisco: Jossey-Bass.
Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. In C. Kreber (Ed.), The scholarship of teaching: New directions for teaching and learning, No. 86 (pp. 57-68). San Francisco: Jossey-Bass.