Did you know that 4 of the top 5 Ally accessibility issues at UMSL involve document accessibility? Fortunately, many of these issues can be resolved through quick changes in Word or Ally.

Using the Microsoft Word Accessibility Checker, try these four simple fixes:

For additional assistance, email id@umsl.edu for information about weekly virtual office hours (Wednesdays 2:00–4:00 PM during the Fall semester) and other available support resources.

UM Academic Technology and the UMSL CTL instructional designers are hosting a One Stop Teaching Shop on October 7, 2026 from 2:00 - 4:00pm on Zoom. This is an opportunity to collaborate with both groups at the same time. Bring your:

An academic technologist can help with a variety of technology tools like:

Active Learning Assistants (ALAs) are trained undergraduate student partners who work with faculty to create engaging, collaborative, and learning-centered classrooms at UMSL. Faculty meet weekly with their ALAs to plan active learning strategies, while ALAs receive pedagogical training through the CTL. This program provides both faculty and students with opportunities for innovation, feedback, and collaboration. ALAs help engage students in active learning, strengthen student-faculty and student-student relationships, and promote new instructional strategies.

Brendan Jeffords, a senior majoring in Psychological Sciences, became an ALA for Professor Jilian Bueltmann’s Human Biology class in Fall 2025. The pair has worked together every semester since then. Although she had already been implementing active learning techniques before collaborating with Brendan, Prof. Bueltmann says the ALA program has significantly increased her ability to accomplish her goals thanks to Brendan’s pedagogical training through the CTL and his knowledge of the curriculum. During class, Brendan walks around to help students talk through problem sets, runs review tools like Kahoot! games to gauge understanding before exams, helps refine and proofread materials, and makes sure students feel comfortable reaching out when they get stuck.

Many faculty are hesitant to incorporate active learning, thinking that they have to completely overhaul their courses and abandon lecturing altogether, which is particularly difficult for large, content-heavy courses. But small changes can go a long way: Prof. Bueltmann still uses traditional lecturing, only now she punctuates it with class activities that apply the material she’s teaching, often developed in collaboration with Brendan.  

She underscores the unique benefits of the ALA program: “Having a student who already knows your content look at your material and see where you can more effectively teach is a resource you will not find anywhere else.” 

She also wants faculty to know that the work ALAs do behind the scenes makes it less intimidating to incorporate changes: They aren’t just looking at course material as a student, they are also trained in the most effective evidence-based learning techniques. While most instructors try to stay up to date on these practices, they don’t have time to focus on redesigning their lectures and teaching amidst all their responsibilities. “Our ALAs are doing some of that work for us behind the scenes, so they can bring the information to us through the lens of our actual material. It makes changing how you teach your curriculum a lot less daunting.”

Each semester, Professor Bueltmann and Brendan tailor their approach to new student cohorts, reporting overwhelmingly positive feedback despite varying student needs. Brendan says “the real impact comes from meeting students where they are, even if they aren’t always comfortable participating in class, having an ALA walk around means we can check in with them individually and make sure they’re actually grasping the material.”

Brendan and Prof. Bueltmann aren’t the only participants in the ALA program: This semester, the program is supporting 12 courses in a wide variety of subjects such as Art, Chemistry, Business Administration, and Social Work. What’s more, ALAs have a broad range of backgrounds as well thanks to the program’s focus on teaching techniques regardless of disciplinary expertise. Although curriculum knowledge helps, ALAs are not required to have taken the course they are supporting. This advantage of the program is best demonstrated by Cecilia Parker, a senior majoring in Statistics and Psychology. Cecilia joined the ALA program in Spring 2026 and has supported two courses outside of her major: astronomy and accounting. She collaborates with instructors by taking notes, sharing her student perspective as one new to the content, and leads in-class activities she prepared, such as gamified quizzes on Kahoot!. Johnna Murray, her faculty partner this semester reports being "beyond happy with her work."

To top it all off, Cecilia’s ALA work for the Astronomy course in Spring 2026 led to her current role as a research assistant in the Physics department. Proud of her accomplishment, she shares that the ALA job “is a great way to make connections that lead to other learning opportunities on campus.”

If you’re ready to transform your Spring 2027 course through the power of active learning, please complete the application form. We encourage you to apply whether you have many years of experience with active learning or are new to it and curious to try novel strategies. We are eager to support you either way!

If you’d like to learn more about how to partner with an ALA to elevate your class, visit our webpage or email Z Sellami (zsellami@umsl.edu). They’re happy to provide guidance, share examples from past courses, or meet to discuss how an ALA could best support your teaching goals.

Cass Litle joined the CTL early this summer as the new Senior Coordinator for Embedded Student Support. He coordinates key student academic support programs, primarily the Supplemental Instruction (SI) program, to improve academic success, retention, and create student belonging by ensuring high-quality, peer-supported learning experiences.

After receiving his MA in English at Western Illinois University, he spent 15 years in higher education, first as a faculty member before transitioning into academic support. 

When out of the office, he enjoys spending time with his two, rambunctious boys; getting outside for hikes and trail runs; and experimenting with brewing beer.

What excites you most about your new position?
I get to work with great faculty and students invested in both the growth of students and their own professional growth. I get excited about the passion they all bring to their roles and ultimately how it creates a culture of positivity and learning. 

What’s your hidden talent or unusual hobby?
As I enjoy learning and engaging with new communities, I have too many hobbies. But the one which stands out as the most unusual is powerlifting. I enjoy weightlifting and training to compete in powerlifting competitions, which consists of a combined scoring on three lifts: squat, bench, and deadlift. I’m currently in training for a competition in April.

How do you see your role fitting into the bigger picture of student success?
Our SI Program focuses on student success in the courses we support, and within those spaces we work to foster student success by developing academic habits, study skills, and agency as learners. While we are initially focused on a course, those learning cohorts that form are such powerful communities for learning that move outward in different ways across the institution, from students individually taking those tools to future courses, sharing them with others, and seeking out learning communities, to perhaps becoming SI Leaders that we train to support other students.

The SI Program is currently supporting 50 sections of courses, with a cohort of 31 Head SI and SI Leaders hosting sessions to support their courses this Fall. We always ask for faculty to consider referring student leaders (strong communicators, invested students, those looking to support others, and those earning a B+ or higher in our supported course list) as we recruit, hire, and train for the SI Program each semester.

UMSL faculty are invited to apply for the 2027 Robust and Rewarding Online Courses Faculty Learning Community (FLC), a year-long opportunity for 8–12 faculty members to collaborate on strengthening online teaching and supporting student engagement and learning.

The FLC will bring together faculty from across UMSL who teach online courses, with particular interest in high-enrollment general education and major gateway courses where faculty have encountered challenges with student engagement or DFW rates. Rather than evaluating teaching or focusing on student deficits, the FLC will create space for faculty to share experiences, explore innovative and student-centered approaches, and develop practical strategies together.

Participants will set their own goals for strengthening their online courses, work toward those goals throughout the year, and share their learning with colleagues. The CTL will provide facilitation, resources, and a collaborative community, while faculty will bring their expertise and ideas.

The FLC meets monthly from January through December 2027. Participants who complete the program will receive a $500 stipend, a letter from the Provost, a CTL newsletter feature, and evidence of teaching excellence for MyVita and promotion dossiers.

Want to learn more about this opportunity? Join our information session on Wednesday, Oct. 28 at 3:00 PM!

Do you know a faculty member whose teaching, scholarship, service, or engagement deserves recognition? Consider submitting a nomination for one of the University of Missouri System faculty awards:

For more information on award details, eligibility requirements, and nomination information, visit the UM System Academic Affairs website or email umacademicaffairs@umsystem.edu. 

The Center for Teaching and Learning (CTL), a division of the Office of Academic Affairs, supports the professional development of those who teach and learn at the University of Missouri-St. Louis. Our goals–to promote engagement in courses, on campus, and in the community–enhance the University as we align our activities, services, and consultations with the campus goals to promote excellence in teaching, research, and service.

Center for Teaching and Learning
University of Missouri–St. Louis
5th Floor, Lucas Hall 
25 Lucas Rd.
St. Louis, MO 63121
ctl@umsl.edu • umsl.edu/ctl