Center for Teaching Excellence Sign

The Center is a community where we:

  • support long-term and short-term communities for faculty growth and inquiry (e.g., FLCs, workshops/seminars);
  • support innovative teaching through projects, grants and awards (e.g., grants, Knox award);
  • bring to Miami the best of the scholarship of teaching and learning (e.g., Lilly Conference on College Teaching, Journal on Excellence in College Teaching);
  • support departments and programs in their work to assess their effectiveness as educators in their discipline; and
  • work with other programs to enhance and celebrate teaching and learning at Miami.


Our mission is to model and promote engagement with scholarly and reflective teaching practices to support the academic development of all faculty and students.


The Center is a primary catalyst for supporting scholarly and reflective practice to make Miami University a place of exceptional learning, characterized by unparalleled, student-centered teaching and mentoring.

  • We provide services for instructors that support scholarly teaching. Scholarly instructors set their instructional goals, use research literature to select instructional methods to reach those goals, assess their effectiveness, and reflect/revise their goals and approaches.
  • We provide formative feedback and serve as consultants to individual faculty and departments.
  • We promote assessment of student learning as the engine of continuous improvement. By learning about the outcomes that our students are or are not reaching, we can take appropriate steps to improve our students' learning. When assessment is part of an IRB-approved research project, it can contribute to the scholarly literature on effective pedagogy. Our Lilly Conference and Journal inform the Miami community of best teaching practices and provide outlets for educators who choose to contribute to the scholarly literature on teaching and learning.
  • We support instructors to help students learn to engage in scholarly inquiry and become aware of their own thought processes. Such metacognition enables students to evaluate evidence and the perspectives of external authorities critically, construct new knowledge, make their own informed judgments, and act ethically.
  • We as a Center also embody reflective practice. Our faculty development efforts are informed by recent research and by assessing the effectiveness of our programs. We share the outcomes of our efforts publicly in presentations and publications.