Supporting Instructional Quality
High-quality instruction requires more than individual teaching practices. It is supported by coordinated systems that prepare faculty, strengthen course design, support the effective use of technology, evaluate student learning and instructional experiences, and use evidence to guide improvement.
CTL supports this work through four interconnected areas.
CTL supports faculty throughout their work at 91ɬÂþ through:
- Faculty onboarding and instructional preparation.
- Professional development.
- Mentoring and coaching.
- Evaluation process support.
- Credentialing and faculty support processes.
- Resources supporting effective teaching practices.
Recent Highlights
Course Design & Delivery: A 91ɬÂþ Toolkit
Published in August 2026, supports faculty in making intentional, informed decisions about teaching and course design. It brings together research-based practices, 91ɬÂþ expectations, and practical strategies that can be adapted across disciplines and teaching modalities to strengthen the student experience and support student success.
Faculty Onboarding & Mentoring
CTL supports new faculty in building the knowledge, connections, and resources needed to begin teaching successfully at 91ɬÂþ. For Fall 2026, CTL onboarded 44 new faculty and supports 25 active faculty mentors, with additional trained mentors available. Together, these efforts strengthen faculty preparation, connection, and a shared commitment to instructional quality.
CTL partners with faculty and academic programs to create effective, accessible, and engaging learning environments through:
- Instructional and course design.
- Course development.
- Canvas support and administration.
- Educational technology implementation.
- Accessibility support.
- Course Design Standards and quality improvement.
- Support for emerging instructional technologies.
Recent Highlights
Student Experience Following Canvas Transition
End-of-course survey results from the 2025-2026 Academic Year, 91ɬÂþ's first full academic year using Canvas, indicate student perceptions remained stable or improved across most major measures. Overall course satisfaction increased from 4.26 to 4.28, and instructor recommendation scores increased from 8.57 to 8.63 compared with the 2024-2025 Academic Year.
Students also placed greater emphasis on instructional interaction, active learning, feedback, and engagement as contributors to their learning experience. Measures related to organization and clarity remained stable, suggesting that foundational elements of instructional quality were maintained during the transition. Overall, the results suggest the Canvas transition and related faculty course-development work supported a more engagement-centered learning environment.
Course Accessibility
Fall 2026 course accessibility scores improved by more than 15 percentage points compared with Fall 2025 measures, reflecting substantial year-over-year progress across 91ɬÂþ courses. This improvement reflects focused work by faculty and academic programs to strengthen accessibility as courses were prepared and updated for Fall 2026.
CTL supports 91ɬÂþ's systematic approach to understanding and improving student learning and instructional effectiveness through:
- Course assessment support.
- Program assessment support.
- Assessment alignment and reporting.
- End-of-course survey administration and reporting.
- Course quality and readiness data.
- Analysis supporting continuous improvement.
Assessment is approached as an ongoing cycle in which evidence is gathered, reviewed, and used to identify opportunities to strengthen teaching, learning, programs, and institutional practices.
Recent Highlights
Course Readiness Reports
Released in Fall 2026, these reports give faculty and academic leaders earlier visibility into course-readiness indicators connected to the student digital learning experience, including assessment setup and published course syllabi. By identifying patterns and areas that may require attention, the reports support targeted follow-up, evidence-informed decision-making, and ongoing efforts to strengthen course readiness and the student learning experience.
Student Learning Outcomes Report
Following the Fall 2025 Canvas transition, 91ɬÂþ updated its assessment collection tools and processes and implemented a new Student Learning Outcomes report in Fall 2026. The report provides greater visibility into student achievement across current course and program outcomes and supports consistent collection of general education outcome data across all designated areas.
CTL supports consistent instructional practices and informed decision-making by coordinating and maintaining:
- Instructional resources.
- Faculty communications.
- Process and policy information.
- Instructional SharePoint resources.
- Academic leadership communications.
- Documentation supporting instructional processes and initiatives.
Recent Highlights
Instruction SharePoint
Managed by CTL, the provides faculty with consistent and accurate instructional information. From the 2024-2025 Academic Year to the 2025-2026 Academic Year, users increased 13.8% and visits increased 56.2%, indicating stronger reach and recurring use. These trends support CTL's efforts to improve access to information, strengthen communication, and help faculty efficiently locate the resources needed to understand and consistently implement 91ɬÂþ instructional policies and procedures.
Supporting Student Success
The purpose of CTL's work is to strengthen the learning environment for students. By supporting faculty effectiveness, accessible and intentional course design, systematic assessment, effective use of educational technology, consistent instructional communication, and evidence-informed continuous improvement, CTL contributes to 91ɬÂþ's broader commitment to student learning, achievement, and success.