Lumen Circles’ evidence-based teaching framework uses a methodology and process originally adapted from research published in Taking College Teaching Seriously: Pedagogy Matters by Gail Mellow, Diana Woolis, Marisa Klages-Bombich and Susan Restler. This work presents an evidence-based framework for increasing student success by improving teaching effectiveness. This model is based on six years of research, development, application, and analysis. Primary principles include:

• Self-reflection: Faculty fellows examine their own teaching practices to become more aware of pedagogical choices and their impact on student success.
• Appreciative Inquiry: This inquiry method invites educators to recognize and celebrate their strengths and what’s working in their teaching practice, and then using this as a foundation for self-directed growth and improvement.
• Evidence-based Instructional Principles: To help faculty make the learning environment more student-centered, we encourage them to explore and try out specific practices aligned in four distinct dimensions of teaching practice: Supportive, Challenging, Organized, and Varied.
• Pedagogical Analytics: As fellows progress through the Lumen Circles experience, we measure changes in faculty teaching patterns, progress towards their teaching goals, and how this aligns with institutional goals and changes in student outcomes.

Most Lumen Circles participants – or “faculty fellows” – come to us through institutional relationships. A campus lead expresses interest, and we provide tools to help them raise awarenes and identify faculty members who want to participate in a Lumen Circles fellowship experience.

Individual faculty members may also reserve seats for upcoming circles by completing the form on this page.

We construct virtual learning circles with careful attention to the goals and context of faculty members participating in Lumen Circles fellowships. Learning circles always align with the theme of the fellowship to connect faculty with peers working to expand their teaching practice in similar directions. As a rule, learning circles include faculty from multiple institutions teaching in related disciplines, such as STEM or social sciences. We may make exceptions to this rule in order to support specific institutional objectives, such as learning circles to connect faculty with peers from their own institution.

We coordinate start and end dates for Lumen Circles fellowships and other professional development programs to align with the academic calendar and windows when the experience will be most productive for participating faculty members. Staggered start dates generally coincide with the start of term for spring (winter), summer, and fall. Depending on interest, faculty availability, and demand, we can add additional fellowship terms as needed.

Note the Lumen Circles experience does require that faculty are actively teaching during a majority of their fellowship term because reflective practice is most beneficial when there are immediate opportunities to consider teaching choices, evaluate what’s working and try out new pedagogical directions.