Newsletter January 15, 2026
cte.utah.edu

As a parent, I know that my child can’t learn and function optimally unless her basic needs are met and she feels calm and safe (Maslow, 1943). As a teacher, I know that the same principle applies to our students. To optimize learning, they need to feel safe — physically, emotionally, and intellectually. They learn best when trust and a positive rapport is established with the instructor and their fellow students. It is our job as instructors to help establish that trust in the classroom. 

McCallister, Ward, and Young (2023) recently argued that "relational trust" is a "shared or mutual understanding between all members of the group (students and lecturers), of an expectation of disagreement, misunderstanding and challenge” and that it is dynamic and must be continually nurtured through activities like developing classroom agreements, setting expectations, and scaffolding discussions. When this kind of pact is created in a classroom, and students feel that they are cared for within and by the university, they are better able to take intellectual risks, ask good questions, and engage in critical thinking. This, to me, is the magical moment in teaching — not when students agree with my perspective, but when they have the knowledge and skills to critically engage with ideas and take them to the next level without violating the relational trust we’ve built throughout the course. 

As we head into a long weekend and celebrate the life and work of Dr. Martin Luther King on Monday, I invite you to read and consider his writings on “The Purpose of Education” (King, 1947) and how you can foster a safe learning environment that helps students engage and think critically about your course content and the world around them. 

Currently, 4% of University of Utah students self-identify as neurodivergent.  However, research shows that only about one-third of students with a qualifying disability inform their college. As a result, the number of students who need accommodations may be up to three times higher than what we typically recognize—often invisible in our classrooms.

In this workshop, we will explore teaching strategies that support neurodivergent students’ academic success, social-emotional development, and sense of community in the classroom. We will also share faculty resources available for effectively supporting neurodivergent learners.

The University has approved access to ChatGPT EDU for all students, faculty, and staff. You can request access to the tool via University IT’s Service Catalog, and you will receive an email with further instructions. 

Read more about Getting Started with ChatGPT EDU, including information about guidelines and training resources. 

According to updated Title II regulations for the Americans with Disabilities Act (ADA), educational content that is actively used and made available to students digitally at the University of Utah must meet WCAG 2.1 AA standards by April 24th, 2026.

Learn more about this new rule from the Department of Justice Civil Rights Division.

Not sure how to do this? Learn how to update your course materials with us! 

“Doesn’t the Center for Disability and Access (CDA) take care of accommodations for students? Why do I need to update my course content beyond what those with accommodations need?”

Beyond the federal mandate for course content to comply with Title II and Sections 504 and 508 of the ADA, a significant amount of students do not disclose their disability status to the university. This may be influenced by many factors: lack of adequate mental healthcare coverage, lack of funds to pursue extensive diagnostic testing, fear around having HIPAA-protected information leaked in the future, fear of stigma, or a variety of other personal reasons.

Have further questions about the legal requirements of Title II? Call the Department of Justice’s ADA Information Line or check out the ADA National Network. The National Network includes ten regional centers that provide ADA technical assistance to educators, admin, and individuals with disabilities. One toll-free number will connect you to the center in your region: 800-949-4232 (Voice and TTY).

As a campus community, our goal is to make educational opportunities at the University of Utah more accessible to all students. As educators at the U, our responsibility is to demonstrate a good faith effort in pursuit of that goal, and to alleviate the pressure on students to bear this alone. We hope that these guides and resources will help you to build the skills and confidence you need to update your courses and support your students!

As with any large task, there can be bumps in the road– we're here to help find answers with you.

Learn more about identifying exceptions to the standard rule, find resources to figure out complex remediation questions, and discover other teaching strategies with accessibility in mind.

Dr. Victor Lee, Stanford University - January 23, 1-2, LSSB E2125

Almost every department on campus includes graduate student instructors in some way, whether as sole course instructors, TAs, lab section leaders, or other roles. Did you know that CTE offers graduate student training in pedagogy? We offer a 15-credit online graduate certificate in Teaching in Higher Education, and most of those courses can be taken individually. Courses are offered fall and spring. 

In Spring, our course offerings include a graduate special topics seminar in Teaching with AI. Spots are still open!

Join us for Tech Tips Tuesday! Every other week features Canvas or Accessibility related tools, and Adobe Express Learning Kit, you can use in your teaching or personal projects. Check out the schedule and drop in for the topics that inspire you!

Join us for a 40-minute interactive Zoom session introducing Canvas New Quizzes, an optional alternative to Classic Quizzes with enhanced question types, flexibility, and analytics. Participants will learn how to migrate existing quizzes, create and manage new quizzes, and explore key features such as item banks, accommodations, and results analysis through a live Canvas demo. A 20-minute Q&A will follow for questions and personalized support.

Nominations are now open for the Public Service Professorship and Distinguished Faculty Service Award. Faculty are invited to apply for the following awards recognizing research, excellence in the classroom, and passion for strengthening communities. Apply by February 1, 2026.

Public Service Professorship

The Public Service Professorship award is designed to help a faculty member strengthen community-engaged learning experiences and opportunities tied to civic engagement and also foster stronger partnerships with the local community. It is open to all faculty members at the University of Utah. The prize funds of $7,500 may be used in any way that enables the recipient to carry out the proposed project. Applications due February 1, 2026.

Distinguished Faculty Service Award

The Distinguished Faculty Service Award honors faculty members who have demonstrated sustained commitment to the campus-community connection through a life of active, unpaid community service and the integration of service with research and teaching. Dr. David and Susan Jabusch generously donate $1,000 to the non-profit community organization of the award winner's choice. Applications due February 1, 2026.

NOMINATION DEADLINE: JAN 31

Know someone who champions women at the University of Utah? 💐 The University of Utah Chapter of Utah Women in Higher Education Network (UWHEN) invites nominations for the Linda K. Amos Award for Distinguished Service to Women, honoring a faculty or staff member whose work has advanced equity and opportunity for women at the University of Utah. The awardee will be recognized at the Women’s Week Awards Dinner on March 5, and the top five nominees will be invited to attend the dinner.

University  Teaching Grants

January 26, and March 6