Transforming Education: Insights From an Innovative Teaching Fellows Program
Discover an Innovative Teaching Fellows program that empowers faculty to transform teaching and enhance student learning through the LMS, AI, and cutting-edge classroom technologies.
Presented by:
Kelli Adam, Texas A&M University

Abstract:
Discover how a single research-intensive university is empowering faculty to transform teaching and enhance student learning through its Innovative Teaching Fellows program. Innovation often involves leveraging tools like Learning Management Systems (LMS), artificial intelligence, and emerging classroom technologies. In Fall 2024, educational developers launched the program as a two-year cohort with 18 faculty members divided equally across three technical tracks. Anchored in the institution’s center for teaching and learning, the program goals include developing advanced skills, completing innovation projects, sharing successful practices, and evaluating new tools. Educational developers will share practical insights, proven strategies, and valuable lessons learned.
Keywords:
Innovative Teaching, Teaching with Technology, Learning Community
Learning Outcomes:
1. Describe the structure and processes of the Innovative Teaching Fellows program.
2. Create strategies to design and adapt faculty learning communities for technology integration and teaching innovation.
3. Evaluate lessons learned from the program to identify best practices and explore future directions.
Transforming Education: Insights From an Innovative Teaching Fellows Program

Hear it from the author:
Transcript:
At Texas A&M University’s Center for Teaching Excellence, the Innovative Teaching Fellows program is reshaping how we think about instruction. This initiative supports faculty who are ready to explore new possibilities in teaching by strategically integrating technology into their practice. Designed as a multi-phase, multi-semester commitment, the program offers tiered support that grows alongside each participant’s project.
Throughout the program, fellows engage in regular mentorship, monthly meetings, and structured reflections. Our focus areas include artificial intelligence, learning management systems, and classroom-based technologies. Participants receive support from a collaborative network that includes AI specialists, Canvas experts, colleagues in Technology Services, graduate teaching assistants, and CTE staff.
Our vision is simple but ambitious: to foster a culture of innovation by equipping faculty with emerging tools and proven strategies that elevate student learning. The mission extends beyond experimentation—it’s about practical implementation and measurable impact. Whether rethinking assessments with AI tools or streamlining instructional workflows in Canvas, our goal is to enhance both teaching effectiveness and student engagement.
By creating space for thoughtful risk-taking, backed by strong technical and pedagogical support, the Innovative Teaching Fellows program represents a meaningful step forward in advancing teaching and learning at Texas A&M. It’s an investment in our faculty—and ultimately, in our students.
References
Baltaci-Goktalay, S., & Ocak, M. A. (2006). Faculty adoption of online technology in higher education. The Turkish Online Journal of Educational Technology, 5(4), 37–43
https://files.eric.ed.gov/fulltext/EJ1102592.pdf
Campbell, L. O., & Frawley, C. (2024). An exploration of factors that predict higher education faculty members’ intentions to utilize emerging technologies. Educational Technology Research and Development, 72, 643–659. https://doi.org/10.1007/s11423-023-10321-1
Dotan, R., Parker, L. S., & Radzilowicz, J. G. (2024). Responsible adoption of generative AI in higher education: Developing a "Points to Consider" approach based on faculty perspectives. arXiv preprint arXiv:2406.01930. https://arxiv.org/abs/2406.01930
Moncayo Cueva, H. L., Cuesta-Chávez, G., Ramírez, A., & Zambrano Pintado, R. N. (2024). Utilizing emerging technology trends and artificial intelligence in higher education. Journal of Higher Education Theory and Practice, 24(3). https://doi.org/10.33423/jhetp.v24i3.6847