Events & Programs

Events (rolling)

Energize Spring 2021: Day One & Beyond!

This webinar will help you review your syllabus, attendance policy, first day activities, and other elements for Spring 2021 Monday, January 4 at 1:00 p.m. ( register here)

Inclusive Teaching: Active Learning

This session is part of a series on inclusive teaching.  More details to come.  Friday, January 15 at 10 a.m. 

For other sessions, see the "save the date" spring flyer posted below

Programs - 2020-2021

Faculty Learning Communities (FLC) program for 2020-2021

OTEI's FLC program provides faculty learning communities across the university to assist faculty in learning about and incorporating new, evidence-based ideas into their practice. You are already doing lots of new things this year—find your community for support!  For descriptions of the five different groups and more information on applying for the FLCs, please see this flyer. The deadline for applying is Friday, September 11, 2020 . You can apply here .  Notifications on Monday, September 13th.

Teaching with Transparency

The Office of Teaching Effectiveness and Innovation offers training in a national program called TILT: Transparency in Learning and Teaching Project to Clemson; the TILT Higher Education initiative is directed by Dr. Maryanne Winkelhmes and supported by the American Association of Colleges and Universities (AAC&U).This program assists instructors of all ranks in learning about and incorporating new, evidenced-based ideas into their teaching practice.

Clemson TILT supports ClemsonForward through assisting instructors in offering clear paths to student learning. Participants will commit to making small instructional changes in a course during the academic year.

A current focus for Clemson TILT is Assignment Design, especially Signature Assignments in General Education.  In collaboration with Dr. Bridget Trogden, Associate Dean of Undergraduate Studies, we built an Assignment Design course. You can self-enroll in the course.

Effective Online Teaching for Student Engagement


This course is organized into three modules: Adjusting Pedagogy from F2F to Online,   Designing for Engagement in Learning, and Supporting Learning through Coordination

Each module begins with:

    • A short video on the principles addressed in the module
    • Ideas for practical applications in your online course
    • Summary reflection questions and resources

Faculty will, on completion of this course:

    • Identify ways to adjust their pedagogy from face-to-face to online course delivery
    • Plan development of engaging activities and assignments for an online course
    • Access advice and resources to support online learning, through coordination with Clemson Units

Learning will be demonstrated through reflection activities, discussion with peers, and—finally--through completion and delivery of a successful online course.

Faculty who want to participate should look for the next call in the Clemson Teaching News or email 

Engaging all Learners through Universal Design for Learning and Teaching

This facilitated asynchronous short course will start January 18  

Gen Z Learning at Clemson: A Student Learning Project

The goal of this multi-year project was to capture the current state of academic learning at Clemson, highlight the teaching and learning practices most beneficial to today’s student, and project future directions for course-based learning. The SLP empowers students to take part in the discussions about their formal education at Clemson.

Delivery system was part research, part social and multi-media, and should build into collaborative activities between students and instructors.  The SLP is divided into components that focus on different aspects of learning for students today at Clemson, such as learning environments, informal and formal learning, diversity and inclusion issues, and what teachers can do to respond best.

Why research? Students will explore evidence-based practices for learning and teaching.  Faculty need evidence to base any decisions on curriculum and teaching practices and to counter any prevailing assumptions or traditions that are no longer useful or are counter to learning.

Why social and multi-media?  Students will determine how to reach a broad audience of differing generations to promote learning and teaching using technology to capture data and social media to transmit lessons learned.  Students may choose to create demonstrations (live and/or video) of learning situations, highlighting innovative practices.  Students may do street theater to involve their peers and teachers around learning and teaching topics.

Collaborative how? Student groups, with training, can collaborate with faculty to work on or evaluate course design, course delivery, and assignment creation—allowing faculty to obtain student feedback before implementation.

Three classes:

Instructor Ashley Fisk’s English 3040 surveyed Gen Z Clemson students, to learn what works best in student learning practices, teacher practices, and learning environments.  Students completed a literature review, developed and deployed a survey, and interviewed students.  Results were presented at the end of the semester, including for a session at Adobe’s recent Creative Campus Collaboration conference, at Clemson, April 16, 2018 and April, 2019 World Cafe discussion with faculty.