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Eberly Center

Teaching Excellence & Educational Innovation

Eberly Center  ›  Faculty Series on Teaching and Learning

Faculty Series on Teaching and Learning

Ask Eberly! Topical conversation and co-working hours

Tuesdays, 11:00am-12:00pm ET, ()
No registration required, use the Zoom link above.

Drop in and join an Eberly colleague and other instructors over Zoom to informally discuss the week’s topic or address any other teaching and learning questions. You are also welcome to use this time as a body-doubling or co-working session where a quiet breakout space will be made available.

Spring 2026 topics in the second half of the semester will be:

3/10/26: Attention & Memory
2/17/26: Classroom assessment techniques
3/24/26: Student pre-class preparation
3/31/26: Writing transparent assignments
4/7/26: Rubrics
4/14/26: Working with TAs
4/21/26: Sustainable pedagogy
4/28/26: Universal Design for Learning
5/5/26: Alternative grading
5/12/26: Reflecting on your spring semester
5/19/26: Reflecting on your spring semester

What You Need to Know About… (Seminar Series)

These 50-minute sessions are designed to provide instructors with a broad overview and select practical strategies about key teaching and learning topics. Spring 2026 sessions include:

Guiding Student Attention and Memory
Tuesday, March 24, 9:30-10:20am, remote via Zoom 

How do students organize, store, and recall knowledge? Come learn about the research on attention and memory, its implications for teaching declarative knowledge, and strategies you can use to help students study more effectively, and build (and maintain) knowledge.

The Neurodiversity & Higher Education Spring 2026 Symposium: Well-being Through Neurodivergent Experiences

Friday, March 20, 9:00am-3:00pm ET, remote via Zoom 

This one-day virtual symposium aims to elevate the importance of well-being in the neurodivergent community within higher education. The symposium will include panels of neurodivergent faculty, staff, and students willing to share their experiences and expertise in how environments and individuals can support and empower their well-being. Attendees can expect to hear from diverse perspectives and have opportunities to brainstorm ways to incorporate what is learned in their work.

TAR@Scale: Specifications Grading

Tuesday, March 31, 1:00-2:00pm ET
or Wednesday, April 1, 9:00-10:00am ET, remote via Zoom

What is the impact of implementing specifications-based (“specs”) grading in CMU courses? This session will share the results of a large-scale study conducted between 2023-2025 in nine CMU graduate and undergraduate courses comparing specs versus traditional, points-based grading. Implications for teaching will be considered together.

Eberly-Powered Instructional Community (EPIC): Generative AI

Weeks of March 9, 16, 23, and 30th. Times, dates and modalities will be determined based on participant availability. 

Participants will meet autonomously using Eberly-curated content and discussion questions to explore a set of online modules about generative AI targeted at students in their role as learners. Participants will then use this common knowledge base to reflect on how they might choose to leverage generative AI to support their own teaching and their students’ learning.

Provost's Institute for Inclusive Teaching


May 11-15, from 9am-12pm each day

In-person, Tepper Quad 1308 - some accommodations for non-Pittsburgh campuses

 

The 5-day Provost’s Institute for Inclusive Teaching (PIIT) will give you a head start on implementing inclusive teaching practices into your courses. Through activities, discussions, and support from your peers and the Eberly Center, you will apply ideas like Universal Design for Learning, Transparency in Teaching and Learning, and Culturally Responsive Teaching to become a more inclusive teacher in any of your classes. to be considered! (Spots are limited to foster meaningful conversations.) Learn more about this institute.

Deadline to apply: April 6, 2026

Recurring Signature Eberly Center Programs

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 CMU students, policies, and norms, and explore what support CMU 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 CMU instructors of all types.
  • disseminate the educational research of CMU 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 CMU faculty of any rank by working closely with the Eberly Center to iterate on a CMU 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 CMU 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 CMU 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 CMU course; 
  2. measure the impacts of the innovation on student learning; and
  3. disseminate findings at 好色先生TV 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 CMU 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.  


For more info: see examples of use cases and the