Evidence-Based Teaching Program
The Evidence-Based Teaching Program (EBT) offers collaborative peer support, as well as support from teaching and technology consultants, in cross-disciplinary groups facilitated by UW faculty.
Share your ideas for the EBT Program
As part of our commitment to serving the needs of UW instructors, we invite your ideas and suggestions for ways to improve our Evidence-Based Teaching (EBT) Program. Please join us via Zoom for an EBT Listening Session on Wednesday, November 10 at 2:00 p.m.
Register for the EBT Listening Session
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Can’t make it to the listening session? Share your ideas through our online form.
EBT Program phases
Phase I: Exploration
Explore current research on best teaching practices.
Develop course redesigns and/or research on teaching projects.
Phase II: Implementation
Receive support while implementing course redesigns or conducting research.
Phase III: Research
Design research studies and collect data on the effectiveness of implemented strategies on student success.
What are the benefits of joining EBT?
- Improved teaching and student outcomes
- A community of peers invested in re-envisioning their teaching and supporting one another
- Mentorship from instructors across campus who use best practices in their teaching
- Opportunities to advance as a leader in teaching and learning at the UW
Who participates in the program?
Over 261 UW instructors from 89 departments have participated in the program, and 21,000+ students have taken EBT-informed courses.
EBT in the news
- EBT coach Ian Schnee receives UW Distinguished Teaching Award.
- Trends and Issues in Higher Education: Using evidence to improve teaching and learning. Learn how the EBT program supports faculty to try new, research-based teaching strategies in classrooms across campus.
- Read the latest UW-IT Partnerships story to learn how EBT’s Ian Schnee and José Guzman are turning screen time into meaningful learning time.
- EBT coach José Guzmán receives UW Distinguished Teaching Award.
- Read EBT coach Taso Lagos’ Seattle Times Op-Ed, “Let’s give new meaning to college ‘senior’: Get the over 60 generation into degree-granting college programs, and don’t treat them as appendages to community life.”
