Support for University Partners

Wake Forest is an institution deeply committed to its students and those who teach them. As a result, the CAT is not the only entity working to advance teaching on campus, and we could not fulfill our mission without rich and extensive partnerships. Toward that end, we regularly collaborate with allied offices; consult with academic administrators; and participate in major university teaching initiatives. Our aim is to provide evidence-informed guidance to the entire campus as it builds structures, sets policies, and allocates resources to advance university teaching priorities.

University Teaching Initiatives

  • Teaching and Learning Partners

    The Teaching and Learning Partners initiative aims to connect Wake Forest teachers to the numerous staff and administrative offices eager to support them on the Reynolda campus. Led by the CAT, the Teaching and Learning Partners group will bring together over 40+ support offices to provide a single, seamless point of entry for those seeking support for their teaching and its development. 

  • Council of Deans Teaching Initiative

    Over the last two years, the Wake Forest University Council of Deans has been in conversation about potential campus-wide initiatives on which all schools could partner. In the fall of 2018, the Council agreed that all schools were committed to improving the support they provide for teaching. Drawing on the expertise of the Center for the Advancement of Teaching, Kami Chavis, Jill Crainshaw, and Terry Hales developed a project proposal that was enthusiastically endorsed by the Council in the spring of 2019. The first step toward implementation of this initiative was the development of a Steering Committee that will work together with the CAT to co-design a pilot program during the 2019-2020 academic year.

  • Inclusive Teaching Conference

    Wake Forest promises to provide opportunities for developing a sense of belonging for all students.  However, recent events on campus have made it clear that many of our students actually feel alienated and unwelcome here. At the same time, many faculty who genuinely seek to better understand and address these concerns often feel unequipped to lead critical conversations with students and/or to examine their own disciplinary and pedagogical practices. Given these concerns, the CAT is partnering with interested faculty from across the University to host a day-long academic conference on inclusive teaching this spring. Scheduled for Thursday, April 23rd, “Fostering Inclusive Classrooms, Climates, and Conversations” is one of multiple initiatives intended to address these issues. The day-long aspect of the conference allows for multiple, simultaneous sessions that faculty can participate in based on their particular academic and pedagogical interests.

  • Learning Spaces Initiative Team

    In response to the demand to modernize existing classrooms and learning spaces across campus, the initiative team on Learning Spaces (LS) acts as an advisory group to help dream, design, and collaborate with the Wake Forest community on new and renovated learning spaces grounded in research-based principles and practices. Committee members represent an inclusive cross-section of the University: faculty and staff from the Center for the Advancement of Teaching, Learning Assistance Center, facilities, Information Systems, the Registrar, Wake Forest College, ZSR Library, and Schools of Divinity, Business, and Law.

  • President’s Commission on the First Year Experience: Navigating Learning Inside and Outside the Classroom

    The Center for the Advancement of Teaching is working in collaboration with several university partners on the President’s Commission on the First Year Experience: Navigating Learning Inside and Outside the Classroom. This group is tasked with investigating the possibility of implementing an ePortfolio initiative across campus as a way to showcase and assess student learning. Activities include investigating possible models and approaches, identifying technology and professional development needs, and making implementation recommendations. Partners include Student Affairs, Office of Institutional Research, and faculty representation from the Curriculum Curriculum Review Committee.