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.
Overview of a generalized process for accomplishing faculty peer review.
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.
A quick-reference tool to help faculty respond effectively to common student situations. For each scenario, the guide outlines the required steps and recommended actions for appropriate student support.
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.
An introduction to instructor feedback, including examples.
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.
Questions for faculty observing a peer’s class to evaluate the active learning taking place in an onground or synchronous online class. Active learning are activities in which students practice course concepts during class.
A stepwise procedure for implementing mid-semester surveys of students directed toward the improvement of a course, plus some tips on survey question creation.
A set of tips for instructors who are teaching courses with large enrollments (greater than 30), intended to minimize faculty time requirements and workload while simultaneously maintaining student learning. These tips apply for courses of any delivery type: online, hybrid, or face-to-face.
Center for Excellence in Teaching