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ÂÒÂ×ÊÓƵ’s Center for the Advancement of Teaching and Learning has started a two-year research seminar, “Critical Transitions: Writing and the Question of Transfer,” that will explore the composition skills students learn in the classroom and use in new settings, such as an upper level course, an internship or the workplace.

Tony Crider, associate professor and chair of Physics, has recently been elected to a three-year term on the national Reacting Advisory Board. This board oversees development and publication of the Reacting to the Past series.

Members of the ÂÒÂ×ÊÓƵ community recently participated in the 11th Annual Summer Institute on Reacting to the Past at Barnard College in New York City.

In the past month ÂÒÂ×ÊÓƵ faculty and students have been featured twice nationally describing and analyzing student-faculty partnerships in course design.

Christopher Leupold, associate professor of Psychology and program coordinator of Leadership Studies, and Ben McFadyen, academic technology consultant from Teaching and Learning Technologies (TLT) and the Center for the Advancement of Teaching and Learning (CATL), presented sessions at the annual Lilly Conference on College and University Teaching in Bethesda, Maryland June 3-5.

Fifteen ÂÒÂ×ÊÓƵ faculty members participated in the Sixth Annual Faculty Writing Residency from May 31through June 3. The annual program sponsored by the Center for the Advancement of Teaching and Learning inspires and supports faculty writing.

An unlikely pairing of disciplines celebrated a semester-long experiment last week that involved students from Performing Arts and Human Service Studies who assumed convincing roles as clients and their counselors.

Peter Felten, assistant provost and director of CATL, has accepted an invitation to join the editorial board of the International Journal for Academic Development. IJAD is the premier international journal in its field, and is published three times per year by Taylor & Francis. The twelve member editorial board includes scholars from nine countries. Felten will serve a 3-year term.

The Center for the Advancement of Teaching and Learning (CATL) announces new reading groups, course design working groups, and two new workshops this summer, and continues to offer individual or group consultations about teaching and learning.