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This presentation goes over the steps and skills for someone who is about to begin teaching online.
This strategy involves posing relevant open-ended problems for students to discuss.
Created for faculty and other academics who are interested in getting involved in the Scholarship of Teaching and Learning. Recommended resources include the following topics: "Preparing to do SOTL," "Books on SOTL Research," "Journals for Educational Research," and "Videos of SoTL researchers discussing different aspects of SOTL."
Selected resources for interdisciplinary education created by Penn State librarian Rosemary Mack.
In this rationale, Natalie Parker, Director of CETL and Distance Education, Texas Wesleyan University, advocates for replacing high stakes exams with multiple-attempt, low-stakes quizzes. The “testing effect”, in which students recall more information about a topic after testing than after re-reading the material, was first reported by Abbott in 1909. Subsequent studies have confirmed that repeated testing is an effective way for students to recall material.
This document provides guidelines for presenting your student ratings (aka SRTEs, SETs) for review by others (e.g., department head, peer review committee). It provides recommended sections to include in a 1 page summary of your ratings for a particular offering of a course. It can be accompanied by a thematic analysis of students' written feedback (See "Template for Analysis of Student Comments"). Some faculty find that this helps them to clarify what happened in the course and guides them to focus on particular aspects of the course to retain and to improve. Page two is an example.
Faculty Senate Policy 43-00 Syllabus requires that four statements be included in all syllabi, in addition to other required information. This document provides example syllabus statements for: 1) Academic Integrity; 2) Academic Adjustment / Academic Accommodation; 3) Educational Equity / Report Bias; and 4) Counseling and Psychological Services (CAPS).
Resources for teaching writing-intensive courses or integrating writing into any course; source is the WAC (Writing across the Curriculum) Clearinghouse.
This document contains a list of websites and other resources for faculty who teach in large classes.
This website provides extensive advice on responding effectively to students' writing. The advice is structured into phases related to 1) pre-assignment planning and communication with students, 2) grading and commenting, and 3) post-assignment strategies for helping students improve their writing. Includes hyperlinks to numerous additional resources.
This document describes how to use role-playing exercises to help students grasp certain concepts.
Round Robin is a systematic technique that allows students to brainstorm answers to questions. It allows all students an opportunity to contribute.
This two-page handout provides a basic explanation of how to make and use rubrics to improve grading. Print references included.
This excerpt from "Student Learning Assessment: Options and Resources" provides three sample rubric types including simple, detailed and holistic. These rubrics can help to improve the grading process. The publication was written by the Middle States Commission on Higher Education.
This rubric could be used by faculty colleagues to evaluate course objectives.
A rubric for assessing oral communication work.
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