Tools and Resources

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Browse through the tools by the title of the resource.

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This document describes the use of partners who learn the course material together.

This book describes a research-based approach to teaching science to help students gain conceptual understanding. Originally based on biology courses, the book describes an approach rooted in active learning, backward design, and assessment.

Resources excerpted from the University College Peer Review Handbook. Key words: faculty peer observation, faculty peer evaluation.

A list of Penn State Academic and Administrative Units. Document created for people new to Penn State. It is basically a simplified version of a Penn State Org Chart, but it is not an official document.

This policy outlines the conditions associated with academic freedom for faculty members at Penn State.

This is a survey report along with supplemental readings about Penn State as a community of learners.

Three learning outcomes from Penn State Mont Alto along with suggestions on next steps are briefly described in this paper.

2011 report on survey of student views on the quality of instruction at Penn State.

This report is the first in a series encompassed by the Quality of Instruction project. The research question guiding this report is: How do students and teachers view the instructional process at University Park? Information to address this question was obtained by surveying both students and faculty concerning their attitudes and experiences at University Park during the 1995-1996 academic year. These student and teacher surveys were made possible by support from the Penn State Alumni Association provided Fern (Bunny) Willits as the 1995-96 Alumni Teaching Fellow awardee and the Department of Agricultural Economics and Rural Sociology. Class Attendance data were provided by the Office of Student Affairs Research and Assessment Pulse Survey.
The complete citation for the report is:
Willits, Fern K., Moore, Betty L., & Enerson, Diane M. (1997). Penn State, Quality of Instruction: Surveys of Students and Teachers at University Park. Pennsylvania State University.

2011 report on survey of student views on the quality of instruction at Penn State

This 1997 publication, written by Diane Enerson, R. Neill Johnson, Susannah Milner and Kathryn Plank, addresses all issues related to teaching, including course design, evaluation and assessment. Included are examples and perspectives from many Penn State instructors.

The third in a series of reports dealing with the views of students and faculty about undergraduate
education at Penn State.

Penn State Teacher II 1997. Compendium of teaching tips and advice from seasoned faculty and graduate students. Includes sections on Course design, matching teaching methods with learning objectives, teaching large courses, evaluating student learning, collecting feedback, sample syllabi, feedback questionaires, grading standards, plagiarism, teaching philosophies.
Authored by D. Enerson, R. Neill Johnson, Susannah Milner, and Kathryn M. Plank.

An eight question survey for students to assess how they prepared for a class and how they rate the difficulty of the exam.

Intended audience: faculty developers. Teaching and faculty development philosophy of R. Neill Johnson, Although he is no longer at the Schreyer Institute, his statement provides a useful example.

A handout that provides information and exercises on how to plan an effective class session.

This is a worksheet that includes the reasons why students might be misbehaving in large classes and strategies for addressing the incivility.

A self-paced module focusing on the design of pedagogically effective PowerPoint presentations.

Overview of best practices for using PowerPoint as an instructional tool. Handout includes numerous tips and illustrative slides focused on: debate about the proper role of PowerPoint in education; using the assertion-evidence model in slide design in order to promote learning; making user-friendly choices about graphic design.

This book is a collection of ten articles from college science professors who use investigative learning (also known as inquiry-based instruction) to help students understand how science works. The articles explain how students--including non-majors--can learn to do real-world science.

A problem solving scale with 5 levels of expertise.

This document describes the process of writing problems for use in helping students learn course material through problem-based learning.

List the program outcomes that are addressed in a course and identify the specific student work in the course that can be used to document evidence of achievement for each relevant outcome.

This document describes each step in the program assessment or learning outcomes assessment process beginning with developing goals and ending with developing a plan for ongoing assessment. Included are instructions for how to develop learning goals and learning objectives as well as how to check for alignment between courses and learning objectives. Additional steps include choosing evidence to assess learning objectives and interpreting the results of the assessment.

A one page worksheet that to list program goals and then identify existing evidence for obtaining goals.

Example goals (from the discipline of psychology) for program assessment

This document provides guidelines to help determine whether information is "in the public domain," and is not subject to copyright laws.

A list of SoTL journals compiled by librarians at Illinois State University. These journals are not STEM-specific, but some of their articles do address STEM teaching topics.

This is an electronic handbook on how to successfully use teams in instruction.