Every instructor has her/his own way of teaching. Often there is no single strategy rather a blend of different ones. Depending on the strategies that you use when teaching, certain technologies are worth considering. The sub-pages of this section describe a variety of teaching strategies and provide information on each.
The Library's Curricular Technology Team has been hard at work developing expanded information about many technological options. Each teaching strategy page links to relevant information about specific technologies.
Given the nature of rapid change and quickly evolving tools, these pages will, by necessity of the subject matter, be under constant revision.
All faculty are invited to the Annual Writing and Teaching Retreat where they have a chance to plan assignments, fine-tune syllabi, meet colleagues from other divisions and benefit from their teaching experiences. Presentations and panels introduce approaches to teaching that have proven successful in different disciplines, while small-group discussions give each faculty member a chance to work on particular assignments and syllabi.
The Paul W. Ward '25 Memorial Prize competition recognizes annually those first-year students who are judged by the faculty to have produced outstanding essays in writing classes during that academic year.
The prize was established in 1978 by Paul W. Ward's widow, Dorothy Cate Ward '28, their daughter Marren Ward Meehan '62, and their son-in-law Tom Meehan '62. In her letter to the College Mrs. Ward wrote:
"This prize is offered in memory of Paul W. Ward, whose life-long career as a journalist and diplomatic reporter bought him both the Pulitzer Prize and the French Legion of Honor. During his long career he emphasized the use of basic English as a writer's most necessary tool. Precise and exact usage of words, exact meanings, phrases expressed lucidly and gracefully, seemed to him the most direct and understandable means of communicating with his readers. We, his family, hope these beliefs and standards will furnish the criteria on which this prize will be judged."
And so they have, every year, since 1978.
The Center for Teaching, Learning, and Research hosts discussions, round tables, and talks about teaching at Middlebury and beyond.
At CTLR, students enrich their learning in Middlebury classes by working with professional and peer tutors. We affirm that the expert and primary resource for each class is the faculty member, and we encourage students to take advantage of this expertise by seeking assistance during faculty office hours.
CTLR professional and peer tutors are the “outside of class” College-sanctioned authorized academic aid for Middlebury students.
Peer content tutors are trained to assist students by clarifying concepts covered in class or in readings for class. Tutors are trained to employ best practices for peer-to-peer learning and to respect the College Honor Code while working to enhance students’ understanding of course material.
Peer writing tutors are trained to help tutees with every phase of the writing process. Their goal is to assist the tutee in writing the best paper the tutee can write, not the best paper the tutor can write. Peer writing tutors receive training on how to assist students in developing as college writers while being mindful of the College Honor Code.
It is CTLR policy that professional and peer tutors do not assist students with work on take-home exams.
If a peer writing tutor or mentor is assigned to a CW course or FYSE course, their role is to assist students in improving as college writers. Writing tutors and mentors work in concert with the faculty member teaching that class, and they do not take the place of the faculty member. The tutor does not grade assignments or serve as a substitute teacher for the faculty member.
Because CTLR is the College-sanctioned authorized aid, if a faculty member does not want the students in their course to utilize CTLR services on assignments, it is the faculty member’s responsibility to make all students in their class aware of this individual policy.
The case study for Middlebury College's January 2003 participation in the Wharton/IRHE Program on Leadership in Higher Education helps articulate a mission for the Center for Teaching, Learning, and Research; to integrate a portion of the programs central to teaching and learning at Middlebury and to house them in the new library:
"The digital revolution has, if anything, helped usher in an age when intellectual inquiry entails fewer contacts with people outside one's own domain. At the same time, many of the questions being asked and pursued on the forefronts of knowledge…require collaboration among academic disciplines. If a library as a physical amalgamation of resources seems outmoded in one sense, it nonetheless embodies the kinds of academic syntheses required to address a growing number of complex societal problems."
Such intellectual inquiry and academic synthesis are the goals of a liberal arts college, and Middlebury is well situated to integrate its curricular, service, and even physical resources within a new model for teaching, learning, and research. In a digital environment, research, teaching, and learning increasingly occur on a continuum in both virtual and physical space, at all hours of the day, independently and in collaboration, with all members of an educational community involved in all three activities. But this continuum, introduced by digital technology, can be reflected in even more areas of curriculum, in academic services, and in residential life. The Center for Teaching, Learning and Research, which integrates and supports our work together as an educational community, offers us all more options for conscious growth as learners and teachers and for informed use of ever-changing technologies and resources.
Integrating research, curriculum, and support in The Center for Teaching, Learning, and Research is a step toward the academic synthesis a 21st century liberal arts college can offer both its own community members and society at large. The new library provides us with an unusual opportunity to rethink the collaboration and coordination patterns among our learning, teaching and research resources at Middlebury, and to achieve greater visibility for learning as a lifetime responsibility.
The Center incorporates the offices of the Asst. Dean for Instruction, the College Writing Program, the Writing Center, Learning Resources, Peer Tutoring, the First-Year Seminar Program, and Sponsored Research.
Peer Tutors, Peer Writing Tutors, and FYSE Mentors are Middlebury College students who assist Middlebury students in content areas, writing, oral presentation, time management, and study skills.
- Peer Tutors offer peer-guided Study Groups for many courses, scheduled review sessions, and some one-on-one tutoring sessions. All Middlebury students are welcome to attend.
- Quantitative Peer Tutors assist students in courses that have moderate to significant mathematics content, including courses in mathematics, science, and social science.
- Peer Foreign Language Tutors work with students enrolled in foreign language courses.
- Peer Writing Tutors can help students with every phase of the writing process and are available Sunday-Thursday, 7:30-midnight during the spring and fall semesters (except during school vacations). Peer writing tutors can also help with oral presentation skills.
- FYSE Mentors are assigned to a FYSE course. They help students with the writing process and can assist students with time management, study skills and oral presentation skills.