Teaching and Learning

Academic Programs

Students may choose a major among a variety of academic programs offered among six colleges, either on campus or via online programs. The academic programs are also described on department websites.



Students are encouraged to seek academic advising at the Student Success Center. They may walk in or make an appointment to discuss orientation, registration, degree requirements, academic progress, and career options. The Student Success Center also guides students toward a variety of other campus resources like the Student Health Center, Family Development Center, Residence Life and Housing, Disability Services, Multicultural Affairs, Excel Tutoring Centers, and the Friends and Family Association.

Extended Studies

"The Extended Studies department at UCCS extends the resources of the University outside of the boundaries of a traditional campus. UCCS Extended Studies programs provide intriguing and enriching opportunities designed for students to continue their education without time or geographic constraints. Each College at UCCS is responsible for Extended Studies programming within their subject area.  Campus Wide Extended Studies provides programming that does not fall under one of the seven colleges at UCCS."


Faculty Development

The Teaching and Learning Center is an instrument for the advancement of quality teaching and learning at the University of Colorado at Colorado Springs. The primary activity of the center is to train and educate faculty on the pedagogical and technological aspects of teaching and learning. It is located in Columbine Hall, Room 203.


•  Improve teaching and learning.

•  Enhance innovation in teaching and learning, particularly through the use of technology.

•  Transform teaching into scholarly and creative work.

•  Assist in understanding & implementing good assessment practices.


•  Provide assistance to faculty members seeking to improve and enhance their teaching. The Center should provide such assistance to 25% of the UCCS faculty per year by 2005.

•  Provide leadership to the campus in its quest to integrate technology into instruction and learning.The campus should see that 90% of all courses use some form of rudimentary electronic technology, 60% uses technology in a substantial way, and 20% of all courses integrate technology thoroughly and with robust infrastructure by the year 2005.

•  Provide opportunities for faculty to develop new teaching and learning strategies, methodologies, and technologies, particularly in regard to distance education. The campus should expect 10% of the faculty to be experimenting and innovating with new teaching ideas by 2005.

•  Encourage the campus to embrace the notion that teaching and learning is scholarly work by conducting research on teaching methods. The campus should expect 5% of the faculty to be contributing scholarly work concerning teaching for publication.

•  Promote a campus-wide dialogue about teaching and learning in order to create an environment in which ideas are freely exchanged, techniques and methodologies are shared, and new instructional skills are taught.

Faculty Awards

UCCS Teaching Excellence Council, Faculty Teaching Award Winners (Quicktime Movies):

UCCS faculty have won 3 of the President's Faculty Excellence Award for Advancing Teaching and Learning through Technology since 1998.  It is awarded annually to system-wide nominees.

  • 2004 Department of Chemistry
  • Allen Schoffstall, Professor and Department Chair

    David Anderson, Associate Professor

    Chet Dymek, Instructor

    Barbara Gaddis, Director, Science Learning Center

    Radha Pyati, Assistant Professor

    Ronald Ruminski, Professor

    David Weiss, Assistant Professor

  • 2000

    David Anderson, Associate Professor,

    Department of Chemistry

  • 1998

    Jeremy Haefner, Professor

    Department of Mathematics


Student Achievement Assessment

The Student Achievement Assessment Committee, composed of faculty, staff, students, and the Learning Outcomes Coordinator, oversees the implementation and advancement of assessment of student achievement and student learning at the University of Colorado at Colorado Springs.

The charge of the Student Achievement Assessment Committee is to:

•  Increase awareness and understanding of the benefits and practice of effective assessment of student achievement within undergraduate and graduate academic programs, distance-learning programs, and within the general education program.

•  Ensure that students, faculty, and staff view assessment as part of the institution’s culture and as a resource and tool to be used in improving instruction and student learning.

•  Assist the university in improving institutional effectiveness and in fulfilling its mission and vision statements, particularly those portions directly focused on assessment and improving student learning.

•  Promote students’ knowledge about the institution’s assessment program through explicit public statements regarding the institution’s expectations for student learning (accountability) and the student’s role and responsibility in that effort.  Assist faculty in the assessment of student learning, specifically, the seven principles that promote student learning (i.e. collaborative learning, teacher-student interaction).

•  Provide assistance to units in regards to planning, implementing, and utilizing effective assessment plans, as well as monitor the success of these plans.

•  Work with Institutional Research (IR) to oversee assessment of the core goals for general education. Based upon assessment findings, make recommendations to the Vice Chancellor for Academic Affairs and colleges for improvements and the use of results.

•  Oversee the administration of student assessment questionnaires for first-year students, graduating seniors, and baccalaureate and graduate alumni, as well as the Academic Profile and the National Survey of Student Engagement. Disseminate the results throughout the campus community.

•  Distribute funds in the form of mini-grants to faculty for use in assessment research projects in the areas of student achievement and student learning. Implement a “Request for Proposals” submission and selection process, assessing proposals based on certain evaluative criteria.

•  Actively promote campus-wide integrated assessment (i.e. studies done at the course, unit, department, and institution-level), aligned together for a single purpose: to achieve continuous program improvement as well as dramatic increases in student learning.

•  Help integrate assessment strategies and efforts among various departments on campus so that such assessment activities help guide institutional decisions and operational processes (i.e. planning, budget, improvements in instruction, staffing, curriculum, and student and academic services).

•  Regularly communicate information about assessment activities and their results to the campus community.

•  Continually advise the Vice Chancellor for Academic Affairs in matters affecting assessment and in policies and practices that will promote effective student assessment throughout the institution. Also make recommendations to the Vice Chancellor regarding advisement, student success, and other relevant areas, to further improve student achievement and learning.

First-Year Student Experience

UCCS provides unique Freshman Seminars to enhance the overall student experience for incoming, first-year students. The seminars cover a variety of academic topics and disciplines and function to improve students' skills and integration into to college life.


UCCS First-Year Seminar

Policy Center on the First Year of College (North Carolina)


Excel Tutoring Centers

The five Project Excel Centers create a learning environment for students, faculty, and staff with the intention of providing a collaborative intellectual community. The Writing, Science, Math, Oral Communications, and Language Technology Centers provide individualized instruction and access to technology, among other things.

Project Excel