Tools and Resources

List Tools by Title

Browse through the tools by the title of the resource.

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Video and transcripts of Professor David Garvin of the Harvard Business School using case studies in his classroom. Includes extensive resources -- Garvin talking about preparation needed, video of the class in action, and Garvin's reflections on the effectiveness of the case.

This PowerPoint presentations describes the instrument called the Perceived Difficulty Assessment Questionnaire and provides its theoretical background. A few examples of its use are also included.

A handout to list courses and identify which ones have a particular goal(s).

This is a link to 16 rubrics developed by the American Association of Colleges and Universities. The rubrics address a wide variety of commonly assessed intellectual and practical skills, personal and social responsibilities, and integrative and applied learning.

This journal focuses on various ways to support and strengthen the teaching of academic writing. From the journal's Website: "Across the Disciplines, a refereed journal devoted to language, learning, and academic writing, publishes articles relevant to writing and writing pedagogy in all their intellectual, political, social, and technological complexity."

Active Learning Spaces and Active Learning Classrooms, the built environment for learning, is a growing field and of increasing interest to faculty teaching in newly (re)designed classrooms and institutional space planners. This list of resources was collected in March 2017 by Michael Palmer of the University of Virginia's teaching center from colleagues in the professional society of faculty developers, the POD Network.

This document is an example of a survey that can be given to administrators of student teacher programs to determine the student's performance. This example is from Penn State Berks.

Adobe Connect of the Learning Outcomes Assessment program from January 30, 2012. Includes descriptions of assessment plans in psychology, biology and Germanic and Slavic Languages and Literatures.

An agenda and outline of a workshop topics on an academic resume, a teaching philosophy and an electronic teaching portfolio. This workshop is intended for graduate students who are teaching.

This is a matrix that can be used to align course assignments with program goals for faculty working on program assessment.

Brief explanation of several easy-to-use Classroom Assessment Techniques, with examples.

Instructional development philosophy written by Dr. Angela Linse, executive director of the Schreyer Institute for Teaching Excellence

Guidelines for faculty to annotate their SRTEs.

This worksheet was developed for faculty involved in program assessment. The document will help program faculty link program learning objectives with appropriate assignments that can be used as evidence that students have achieved those objectives.

This is a great online resource from the University of Texas at Austin. It contains accessible information on university level course assessment.

This PowerPoint slide shows an example of evidence resulting from the learning outcomes assessment process at the course level (accounting in this example). It shows the extent to which students achieved the learning objectives of the course. This information can also be used to assess course learning objectives or course learning outcomes at the program level.

This essay, written by Penn State's Emeritus Professor of Chemistry, John Lowe, describes several useful strategies for collecting course-level assessment about students' study habits and learning, which can be used to improve student learning.

This is a diagnostic survey for undergraduate, non-science majors taking their first astronomy course. It was developed by the multi-institutional Collaboration for Astronomy Education Research (CAER) including, among many others, Jeff Adams, Rebecca Lindell Adrian, Christine Brick, Gina Brissenden, Grace Deming , Beth Hufnagel , Tim Slater, and Michael Zeilik. The first 21 questions are the content portion of the test, while the final 12 questions collect demographic information.