Center for Excellence in TeachingLearning theories
An overview of fundamental aspects of the leading learning theories. University instructors use these theories to inform the decisions they make about their teaching/instruction with the goal of making it more effective.
Resources: TAs
Introducing your course with video
Recommendations and tips for making an introductory video for one of your courses, which can be shared with students via email or through an LMS, such as Blackboard. Also included is a sample script template to help structure the video content.
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.
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.
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.
Effective instructor feedback
An introduction to instructor feedback, including examples.
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.
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.
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.
Active learning for the large classroom
A description of five in-class activities that promote active learning in classes with large student enrollments. Though the activities work particularly well in large classes, they may be used in any size class.