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The Learning, Teaching, and Research Center (LTRC), offers a coordinated set of activities—workshops, programs, lectures, and small group consultations—that seek to bind the values of equity, inclusion, and belonging within the ongoing work of deepening faculty and student capacity for effective teaching and transformative learning.
For Faculty
- Faculty Director of Research Development
Offers support for all stages of a research project as well as applying for grants and publishing.
- Faculty Director of Teaching Development
Provides wide range of support for faculty members at all stages of their academic careers.
- Inclusive Pedagogy
Develops workshops, programs, and resources designed to help facilitate inclusive teaching and learning experiences.
- STEPP Program
Provides semester-long opportunity to partner with students as teaching consultants.
- Summer Workshop Series
Funded opportunity to facilitate interdisciplinary pedagogy workshops for fellow faculty over the summer.
For Students
- Peer Academic Consultants (PACs)
Offer peer mentoring services and consultations around study strategies and organizational skills.
- Quantitative Reasoning Center (Q-Center)
Offers quantitative support through Q-Tutors and Supplemental Instructors.
- STEPP Program
Provides semester-long opportunity to partner with faculty to observe their class and support their teaching practices.
- Writing Center
Offers support at any stage of the writing process through experienced peer-readers and writers.
The LTRC connects students and faculty with one another across disciplines, recognizing that both students and teachers are involved in learning, leading, and scholarship. The center’s mission includes helping students realize their academic potential and achieve their educational goals as well as supporting faculty in their professional development.
The LTRC houses thriving peer-tutoring programs in writing, in quantitative reasoning, and is working to develop a program of peer-support for core academic skills. LTRC staff also design and lead faculty development seminars informed by their work with students, and encourage faculty to see how their research informs their teaching and vice versa.