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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
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
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
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
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
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
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
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
An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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.
Sources: CET | Formats: Word document | Audience: Faculty, TAs | Disciplines: Arts, Clinical, Gen Ed courses, Humanities, Performance, Social Science, STEM
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