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Discussion types

A review of instructor and student-led types of academic discussion, and specific processes for how each type may be conducted during class.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Hybrid streaming course design model

This resource provides an explanation of a hybrid streaming course design model, sometimes referred to as HyFlex, and faculty considerations for course planning and design. 

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Trauma-informed teaching

A compilation of teaching techniques and strategies that can minimize unproductive stress in students and support students who are dealing with trauma.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Effective instructor feedback

An introduction to instructor feedback, including examples.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Facilitating a rubric norming session for TAs

A description of a norming session, and a recommended facilitation process for holding a norming session that trains multiple TAs of the same course to grade consistently using a rubric.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Faculty decision guide

This document is a job aid to assist faculty, including online faculty, with supporting students who may be in the following situations. For each situation, required or recommended actions are specified. 

Sources: CET | Formats: Word document | Audience: Faculty | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Flipped course design

An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research. 

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Formative peer evaluation processes

Overview of a generalized process for accomplishing faculty peer review.

Sources: CET | Formats: Word document | Audience: Faculty, Staff | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

Group presentation rubric

This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM

In-class work as participation

This guide serves as an explanation of using in-class work to evaluate student participation, and why in-class work is preferred over less-structured forms of participation. Suggestions for facilitating in-class work, and samples, are provided.

Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM