The goals of the work of the FDC align with those of the UMBC Strategic Plan to:

  • Provide exemplary support for educators in creating state-of-the-art undergraduate and graduate curricula delivered through innovative and effective approaches to teaching and learning.
  • Continue to build a culture of academic assessment to support our faculty as the primary drivers of continuous improvement in student learning outcomes.
We support faculty and instructors in their teaching role at the University by providing a comprehensive program of services and resources, including:
  • Individual consultations and classroom observations
  • Help in gathering student feedback through the CATALyst process
  • Workshops and book discussions on teaching and learning topics
  • Support for pedagogical innovation and research
  • Learning assessment services
  • Consultations in writing and communication in the disciplines
  • Management of the Hrabowski Innovation Fund grant program
  • Support for faculty learning communities (FLCs)

Recent Submissions

  • Using Clickers for Deliberate Practice in Five Large Science Courses 

    Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Feeser, Elizabeth A.; Gierasch, Tiffany Malinky (NSTA, 2017-11-01)
    Clickers are often used as an active learning tool in face-to-face classes to enhance student engagement and assess student learning. In this article we share the variety of ways that we use clicker questions ...
  • Using Reading Quizzes in STEM Classes—The What, Why, and How 

    Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R. (National Science Teachers Association, 2015)
    Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading ...
  • Students’ Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment 

    Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; R. LaCourse, William (NSTA, 2018-03-01)
    Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, ...
  • Development and Assessment of Modules to Integrate Quantitative Skills in Introductory Biology Courses 

    Hoffman, Kathleen; Leupen, Sarah; Dowell, Kathy; Kephart, Kerrie; Leips, Jeff (The American Society for Cell Biology, 2017-10-13)
    Redesigning undergraduate biology courses to integrate quantitative reasoning and skill development is critical to prepare students for careers in modern medicine and scientific research. In this paper, we report on the ...
  • Technology Solutions to Support Assessment 

    Harrison, Jennifer M.; Braxton, Sherri N. (NILOA, 2018-09)
    In this paper, we explore how assessment technologies can support college and university assessment processes at multiple levels. Our goal is to help you think through your institutional assessment culture and processes, ...
  • Contemporary Issues in Group Learning in Undergraduate Science Classrooms: A Perspective from Student Engagement 

    Hodges, Linda C. (ASCB, 2018)
    As the use of collaborative-learning methods such as group work in science, technology, engineering, and mathematics classes has grown, so has the research into factors impacting effectiveness, the kinds of learning ...