Our work in the Center for Teaching and Learning is guided by a set of principles and practices that reflect both our mission and our shared philosophy of how to best support faculty and students. These principles are not just ideals; they are practical habits and mindsets that shape the way we design learning experiences, engage with colleagues, and approach our work each day.
Empathy for the Learner
Everything we do begins with empathy. We intentionally place ourselves in the mindset of the user, whether that is a faculty member learning new strategies or a student engaging with course material. Understanding their perspective helps us design support that meets them where they are, anticipates challenges, and creates an experience that feels approachable rather than overwhelming. When preparing workshops or consultations, it is helpful to ask, “What might this feel like for the person on the other side of the experience?”
Relevance and Application
We believe learning is most effective when it feels directly connected to a person’s reality. Our goal is to make all CTL experiences meaningful, practical, and immediately useful. Faculty should walk away with two or three ideas that they can apply right away in their courses. This means designing sessions and resources that solve real problems, connect to current teaching contexts, and help faculty see how the learning applies to their work.
Transferability
In addition to being relevant, learning should be transferable. We encourage faculty to take ideas from one context and see how they might adapt them elsewhere. This might mean connecting a strategy learned in a workshop about engagement to a different type of course or using an assessment principle in a co-curricular program. Our job is to help make those connections visible and to model how adaptable teaching and learning principles can be.
Grounded in Learning Science
Our work is rooted in evidence-based practice. We integrate learning science and educational research into everything we do, referencing relevant studies and theories when appropriate. This ensures our programs are credible and effective, and it models for faculty the importance of grounding instructional decisions in data and research rather than intuition alone. When possible, we identify the “why” behind a teaching approach so that faculty can make informed choices.
Collaboration and Partnership
We view ourselves as partners, not authorities. Our approach is to collaborate, brainstorm, and problem-solve with faculty rather than instruct them on what to do. Higher education thrives on collegiality, and the best influence comes through humility and shared exploration. We show up as co-learners who value others’ expertise, recognizing that together we can develop richer, more sustainable teaching practices.
Inclusivity and Belonging
Every faculty and student interaction should reflect a commitment to inclusivity, accessibility, and belonging. We strive to ensure that our materials, programs, and practices honor the dignity of all learners. This means paying attention to accessibility standards, inviting multiple perspectives, and creating environments where everyone feels welcome to contribute and grow.
Kindness and Professional Generosity
Our work is people-centered, and kindness is a core part of how we operate. We recognize that change in teaching can feel vulnerable and deeply personal. We approach every interaction with patience, respect, and compassion. We give credit generously, share resources openly, and treat every collaboration as an opportunity to support one another’s success.
Creating Capacity in Others
We lead by creating capacity rather than dependency. Drawing from principles of adaptive leadership, our role is to equip others with the knowledge, skills, and confidence to solve challenges independently and continue growing beyond our direct support. By empowering others in this way, we expand the impact of our work and strengthen the collective leadership capacity of the university.
Reflective Practice
We model curiosity and a growth mindset by regularly reflecting on our own work. After each major event, workshop, or consultation, we take time to consider what worked, what could be improved, and what we learned from the experience. This habit of reflection helps us stay adaptive and grounded in continuous improvement.
Using Feedback and Data
We value feedback as an essential part of growth. Surveys, assessments, and informal conversations with faculty help us understand whether we are meeting their needs and how we can improve. We use this data intentionally, reflecting on it, identifying patterns, and making meaningful adjustments to our programs and services. Feedback is not simply collected; it informs our decisions and strengthens our responsiveness as a team.
Alignment with Mission and Values
Our work is guided by Marian University’s Franciscan values: dignity of the individual, peace and justice, reconciliation, and responsible stewardship. These principles remind us that teaching and learning are not just intellectual endeavors but human ones. We align our work with the broader mission of the university so that every initiative we create contributes to a culture of holistic growth, ethical leadership, and service.
Sustainability of Practice
We aim to build systems, resources, and habits that last beyond individual projects. Sustainable practices include creating templates, documenting processes, and developing reusable materials that future team members and faculty can build upon. Sustainability also means fostering self-sufficiency in others, empowering them to continue their growth without relying solely on us for direction. By creating capacity in others, we multiply impact and strengthen the university community as a whole.