Tools and Resources

This document describes a specific strategy that provides a collaborative learning experience for students.

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

In-depth discussion of planning and writing a case study. Key steps discussed include identifying the reason for using a case study; drafting the case; and piloting and revising it.

This checklist includes a list of items that Penn State requires be included in all syllabi, per Faculty Senate Policy 43-00 Syllabus. It also includes links to example syllabus statements and lists items that the Schreyer Institute recommends be included in every syllabus.

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

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.

This document, excerpted from the Penn State Teacher II, includes strategies for planning, implementing, and grading collaborative projects (aka team work or group work). It includes a discussion of group conflicts.

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 FAQ sheet addresses many issues related to attendance in large classes.

A problem solving scale with 5 levels of expertise.

Three-page overview of the steps in documenting one's teaching through a portfolio.

These handouts (minus quizzes for test security) accompanied a presentation by Linda Suskie delivered via Zoom on Tuesday, Apr. 25, 2017. Multiple-choice tests can have a place in many courses. If they’re well designed, they can yield useful information on student achievement of many important course objectives, including some thinking skills. An item analysis of the results can shed light on how well the questions are working as well as what students have learned. Viewers will be able to use principles of good question construction to develop tests, develop test questions that assess thinking skills as well as conceptual understanding, and use item analysis to understand and improve both test questions and student learning.

Brief discussion of characteristics that case-writers should aim for in order to promote students' learning. Traits discussed include realism, alignment with students' needs, complexity, adequate background information, and clear writing.

This report focuses on using student ratings data in the faculty evaluation process and is based on Senator Linse’s original work (Linse, in press), with additions specific to Penn State and the SRTEs.