Work with us
How can the Learning & Teaching Collaborative support you?
Often the best way to make an improvement in something is to find an ally. We are your ally at UW Bothell. We will help you develop strategies and skills in your teaching practice through listening, troubleshooting, providing and/or co-create resources, and connecting you to campus partners. We can help you with:
- Using Canvas and designing engaging courses
- Designing activities and assignments
- Learning in the age of AI
- Supporting student needs and challenges
- Interpreting mid-course and final evaluations
- Developing inclusive teaching strategies
- Incorporating the UW core elements of effective teaching
We also facilitate group consultations to support teams with curriculum alignment, digital literacy strategies, teaching large enrollment courses, and other strategic priorities.
Combined, our team has over 60 years of teaching experience, and we love to work with faculty. After a consultation, you will have concrete solutions, ideas, teaching protocols, resources (rubrics, readings, activities, etc.), and continued support.
What our amazing faculty say:
“Thank you for all the ways in which you have supported me with conducting the Socratic seminars this past quarter. Your gentle encouragement, support and feedback through the three sessions of the Socratic seminar meant a lot to me.”
— Sarita Shukla, School of Educational Studies
“The Learning and Teaching Collaborative has been helping me teach in more active, engaged, and learner-centered ways. They introduced me to digital tools and teaching tips, including how to create a learning environment that is more welcoming to our students. They support not only faculty members but also ultimately students as well through their passion and extraordinary services in learning and teaching!”
— Ko Niitsu, School of Nursing & Health Studies
“I always enjoy meeting with the Learning & Teaching Collaborative. I leave with a clearer sense of direction, fresh ideas, and the feeling that I’m supported by colleagues who care about my experience in the classroom. In my most recent visit I brought in a multi-part, quarter-long assignment that I worried might be too vulnerable to AI use. The LTC helped me clarify the learning goals and suggested creative additions—like an ‘unpaper’ and a video reflection—that will make the assignment more engaging and resilient. Their generosity with time and openness to ongoing dialogue make these conversations feel like we are co-creating something meaningful for our students.”
— Yolanda Padilla, School of Interdisciplinary Arts & Sciences