Request Custom Programming 

CETL offers custom workshops or mini-workshops* for KSU academic units with instructional roles. These sessions are tailored to the needs of those units. They can be designed for any instructional group or combination of instructional groups within your unit, including graduate student teachers. 

Requests are typically submitted at least one semester in advance.

We are currently accepting submissions for Fall 2026 until May 4, 2026.

*The custom mini-workshops are inspired by the Sparkshops offered by the Boise State Center for Teaching and Learning.

Who Can Request

Requests can be submitted by:

  • Deans and associate/assistant deans
  • Chairs and associate/assistant chairs
  • Directors and associate/assistant directors
  • Program directors
  • Committee chairs or others coordinating faculty development

Workshop Formats

  • Full-length workshops - typically 60 minutes or longer
  • Mini-Workshops* - short sessions (5-15 minutes) embedded in department meetings or events.

Example Topics

The following list provides an overview of topics CETL commonly addresses. 

  • Specialized topics in this area might include:

    • Effectively assessing student work
    • Using or adapting existing assessment tools for my discipline
    • Differing approaches to assessment
    • Improving for a future performance as opposed to judging the quality of a final product
    • Using early, timely feedback to enhance student participation and engagement

  • Specialized topics in this area might include:

    • Getting students to do their homework
    • Exploring why students don't do the assigned reading
    • Getting students to engage in class discussions
    • Tapping into the relationship between motivation and student success

  • Specialized topics in this area might include:

    • Defining characteristics of the disconnected student
    • Getting to know our students
    • Understanding how to create a welcoming class climate
    • Creating a relationship-rich culture in the classroom

  • Specialized topics in this area might include:

    • Creating deeply meaningful and long-lasting results for students through collaborative learning 
    • Designing collaborative experiences for your students
    • Exploring strategies and tools available to help facilitate successful collaborative experiences

  • Specialized topics in this area might include:

    • Applying models for course design
    • Starting with the end in mind
    • Aligning pieces of the course
    • Systematically applying a course design process that will be appropriate for the students in your discipline

  • Specialized topics in this area might include:

    • Soliciting student feedback at multiple times during the semester
    • Viewing student feedback as one of many data points that can inform teaching
    • Choosing strategies for soliciting student feedback
    • Boosting student course evaluation response rates, ensuring students understand the purpose and use of course evaluations

  • Specialized topics in this area might include:

    • Planning for development of students’ critical thinking skills
    • Defining what it means to think critically
    • Exploring a range of questioning styles and methods
    • Identifying specific strategies to improve critical thinking

  • Specialized topics in this area might include:

    • Getting all students actively involved in the course
    • Using active learning
    • Using groups/teams
    • Setting the stage on the first day of class

  • Specialized topics in this area might include:

    • Using proven techniques to help get students reading course materials
    • Helping students get more out of their reading while they are doing it
    • Integrating other aspects of your course with the reading process

  • Specialized topics in this area might include:

    • Applying to disciplinary associations and private foundations
    • Applying to federal agencies for proposals that have an educational research component
    • Locating internal and external resources to support and strengthen SoTL research projects

  • Specialized topics in this area might include:

    • Examining differences between SoTL and related concepts like assessment, program evaluation, and educational research
    • Creating a thorough, rigorous SoTL research design
    • Preparing an IRB proposal for a SoTL study
    • Identifying disciplinary and interdisciplinary opportunities for dissemination
    • Learning about resources available to support SoTL at KSU

  • Specialized topics in this area might include:

    • Designing assignments that promote authentic responses
    • Creating meaningful grading systems
    • Aligning how AI is used in your course with principles of learning

Request Process

Guidance for the Request Form

Prior to submitting the request form, please consider:

  • What are your proposed date(s)? 
    • Suggest specific date(s)/time(s) if known
    • Describe any scheduling restrictions your unit may have
    • Recognize you will need to finalize the date(s)/time(s), with CETL, either prior to the semester or early in the semester
    • Note: CETL is not available during signature CETL events (New Faculty Orientation, SoTL Summit Conference, Celebration of Teaching, etc.)
  • What are you requesting? Briefly describe:
    • The instructional need
    • The intended audience
    • Which topic you are requesting
    • What you want participants to gain

What Happens Next?

  1. CETL reviews the request to ensure fit to mission, in-house expertise, and capacity
  2. CETL confirms whether the request can be supported
  3. A planning meeting with the requestor is scheduled
  4. Date, format, and location/link are finalized
  5. CETL provides a workshop description for use in advertising
  6. Unit (requestor) shares the announcement
  7. Requestor collects registration information
  8. Workshop is delivered
  9. CETL collects feedback 
  10. Requestor shares attendance list with CETL

Submit a Request