Provost's Teaching Academy

The Provost’s Teaching Academy is a key driver of UO's teaching culture, advancing a vision of undergraduate education that’s active, inclusive, engaged, and research-led—both inflected by UO’s research mission and connected to research on how people learn.

Academy members are recipients of distinguished teaching and advising awards, faculty who’ve participated in UO’s premiere teaching development activities, and members of the Communities for Accelerated Impact of Teaching (CAITs). About eighty faculty are active participants in the group, which meets once a term.

The academy will act an advisory body to the provost and executive academic leadership, ensuring teaching faculty have opportunity to weigh in on institutional initiatives with teaching and students in mind.

For information about the Provost’s Teaching Academy, contact Lee Rumbarger, assistant vice provost for teaching engagement, at

2017-18 Activities

The 2017-18 teaching academy will draw out research-led, inclusive, and engaged principles and practices.

  • Fall - Academy members examined models for injecting research skills and habits of mind into undergraduate courses.
  • Winter – The group discussed the recommendations for change to UO’s multicultural requirement.
  • Spring – The academy will focus on “engaged” teaching, hearing final reports and recommendations of the three CAIT groups (online teaching, the teaching of high-challenge gateway courses, and the teaching of difference and power).


Originally launched in fall 2016 as the TEP Teaching Academy, the Provost’s Teaching Academy builds on the work of the Teaching Academy’s Advisory Board and the academy’s membership base.

The six-person advisory board recognized teaching excellence as the lynchpin of urgent campus priorities: supporting student success, enriching the undergraduate experience, revitalizing the core curriculum.

It perceived a consistent message about importance of teaching in higher education research:

  • Student learning is the heart of our work;
  • Human relationships motivate student and faculty learning;
  • Faculty and institutions make specific, essential choices to advance learning through classroom pedagogy and the incentives, professional development scaffolds, curricular structures, and evaluative processes surrounding teaching.

Based on these observations, academy’s board came together across disparate units to address a pressing need for a coherent and shared understanding of what teaching excellence means and to create a forum for enculturating and advocating for the value and dignity of great teaching.

Advisory Board

  • Ron Bramhall, Associate Vice Provost for Academic Excellence
  • Helen Chu, Associate Dean of Libraries and Chief Academic Technology Officer
  • Sierra Dawson, Associate Vice Provost for Academic Affairs, Sr. Lecturer II, Human Physiology
  • Lee Rumbarger, Assistant Vice Provost for Teaching Engagement, Director, Teaching Engagement Program
  • Josh Snodgrass, Associate Vice Provost for Undergraduate Studies, Professor of Anthropology
  • Elly Vandegrift, Associate Director, Science Literacy Program, Sr. Instructor, Biology