CTLR Faculty Support: Pedagogy and AI Literacy

The Center for Teaching, Learning, and Research (CTLR) supports students and faculty in the pursuit of Middlebury’s educational mission. At the September faculty meeting, we outlined a reorganization of CTLR into four core units. Following the 9/29 announcement on technology and academic support, this email provides details about new efforts in faculty professional development.

A New Model of Pedagogical Support

We are building a proactive model of faculty support. We will start with your concerns: what do you want students to learn, where are they struggling, and what practices or tools might help? CTLR will substantially expand our grassroots outreach, visiting departments and classes, talking through assignments, identifying resources, convening cohorts, and following projects over time. To support this new model, CTLR will soon recruit for two new positions designed to work closely with faculty.

Situating AI: Advancing Learning Goals, Building Trust

AI makes this work more urgent, but it does not define it. This moment invites us to consider fundamental questions: why we write, how to navigate different sources of information, and the value of learning and working in diverse communities. Whether and how to use AI tools in class remains the purview of faculty. Greater AI literacy can help us make informed choices, including choices not to use AI, and explain those choices clearly. That transparency is essential to building trust with our students. 

New Programming

Beginning in 2026-27, Middlebury will make a concentrated investment in AI literacy to support teaching and research. Building upon existing campus models, our trainings will be cohort-based, interdisciplinary, applied, and compensated. 

1. Fall design phase: 40 faculty and staff will join focus groups to receive basic training in new tools, identify potential uses and risks, and map campus needs. 
2. January intensive: faculty will be offered two days of foundational AI literacy training, followed by short workshops to practice and address specific concerns in teaching and research.
3. Spring cohorts: interested faculty will work with colleagues and CTLR staff to apply what they have learned to their research and classes and to support the campus community.  
4. Faculty with existing projects underway with DLINQ will continue to receive support. 

CTLR’s role is to support faculty as they respond thoughtfully to a changing educational landscape. We look forward to working with you.