The College of Agriculture and Life Sciences Teaching Academy (CTA) aims to enhance faculty teaching effectiveness and strengthen student learning by equipping instructors with evidence-based student-centered instructional strategies. It serves as a structured professional development program offering workshops, mentorship, classroom feedback, and a collaborative community to support continued growth in teaching excellence. To gain insight into the outcomes of the program, Academy participants’ course evaluations from before and after completing the CTA were analyzed for indicators of teaching and learning effectiveness in their classrooms. University-provided course evaluations included the following ten themes: clarifying course expectations, connecting assignments and exams to learning objectives, using instructional activities as learning tools, respecting student participation, availability for student questions, providing feedback for improvement, relating course content to future endeavors, presenting material clearly, encouraging the success of students, and overall recommendation as an instructor. Prior to completing the CTA, participants’ (N = 6) evaluations reported lower values (< 50% agreement) in using instructional activities as learning tools, providing feedback for improvement, relating course content to future endeavors, presenting material clearly, and overall recommendation as an instructor. After completing the CTA, participants showed improvement (> 50& agreement) in all themes: clarifying course expectations (n=4), connecting assignments and exams to learning objectives (n=4), using instructional activities as learning tools (n=4), respecting student participation (n=3), availability for student questions (n=3), providing feedback for improvement (n=4), relating course content to future endeavors (n=3), presenting material clearly (n=4), encouraging the success of students (n=4), and overall recommendation as an instructor (n=3). These findings show that the CTA is making strides in improving the skills of participants. Based on the results of this study, we recommend university teaching professional development programs add more focus on respecting student participation, availability for student questions, and relating course content to future endeavors.