NEATLE
ÁùºÏ±¦µä Engineering Academy for Teaching and Learning Excellence
The ÁùºÏ±¦µä Engineering Academy for Teaching and Learning Excellence (NEATLE) provides support to faculty and students to ensure student success and global excellence, and to build a community of scholars at the College of Engineering. NEATLE has four principles: Prepare, Advance, Welcome and Serve (PAWS). NEATLE aligns with College’s operational pillars as outlined in the Strategic Plan: Student Success; Morrill-focused Student Success; Global Include Excellence; a Community of Scholars; and Research and Creative Works.
NEATLE principles: Prepare, Advance, Welcome, Serve (PAWS)
| Principles (PAWS) and goals: | Operational pillar: Student success | Operational pillar: Morrill-focused student success | Operational pillar: Global, inclusive excellence | Operational pillars: Community of scholars; Research and creative works |
|---|---|---|---|---|
| Prepare | Address remedial skills missing from students' knowledge base. Develop a library of training modules, research-informed content and evidence-based pedagogical methods. |
N/A | Ensure compliance with the University's policies. | Contribute to graduate student experiences. |
| Advance | Provide tutoring services and enhanced learning opportunities for 100- to 700-level courses. Improve student acquisitions of skills and knowledge by using assessment-based grading practices. |
Contribute to the mentorship of undergraduate students, graduate students and faculty members. | Create faculty engagement with advanced educational practices and collaborative opportunities. | N/A |
| Welcome | Engage with "K through gray" philosophy by enhancing outreach beyond current practices and providing enhanced learning, training and professional development at all levels. | Honor the Morrill land grant mission to deliver on the promise of providing the citizens of ÁùºÏ±¦µä with a better future by providing access to learning. Enhance the land grant promise by developing mechanisms to better provide access for all learners. |
Train faculty to design inclusive learning environments that ensure students are treated equitably, are able to access learning and have a sense of belonging. | N/A |
| Serve | Enhance opportunities for student feedback to be incorporated into the learning environment for teaching practices. Institute campus-wide, continuous improvement practices based on assessment data. |
N/A | Develop career opportunities for teaching-centered faculty. Provide professional development trainings for career advancement. |
Engage in professional dissemination of content including educational components in grant writing. |