Tools and Resources

Alphabetical List

Browse through the tools by the title of the resource.

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 0 1 2 3 4 5 6 7 8 9

Library service for faculty, instructors and staff.

University_as_a_Comm_of_Learning_StudentandTeacherPerceptionsinThreeSettings_2015

FERN WILLITS AND MARK BRENNAN (2015) The University as a Community of Learning
Perceptions of Students and Teachers in Three Settings, The Journal of the World Universities Forum
Part of the Quality of Instruction (QOI) series supported by a Schreyer Institute grant

Unlocking the Mystery: Six Essential Keys to Successful Community Building for Blended Learning

PowerPoint presentation on Blended Learning from Abington Colloquy, January 18, 2012 by Stephen Pyser.

Use Multiple Sources of Evidence to Evaluate Teaching

Student ratings are not the only option to provide evidence in the evaluation of teaching. There is a broad range of alternatives to consider beyond student ratings in the delicate decision-making processes to improve teaching and determine the promotion and tenure of faculty. Yet, despite the constant barrage of attacks on the integrity, reliability, and validity of student ratings, their use in higher education is at an all-time high.
So what do student ratings actually contribute to decisions about teaching and faculty? Should they be abandoned? Should you focus on the other options? This article examines student ratings and 14 alternatives to guide your plans to evaluate teaching in your department.

Using Case Studies: References

This list includes several books/articles with in-depth discussion of the usefulness of case studies in teaching/learning.

--Hutchings, Pat. “Cases about College Teaching and Learning: A Picture of Emerging Practice.” Ch. 1 of Using Cases To Improve College Teaching: A Guide to More Reflective Practice. Washington, D.C.: American Association of Higher Education, 1993.
--Stinson, John E. and Richard G. Milter. “Problem-Based Learning in Business Education: Curriculum Design and Implementation Issues.” New Directions for Teaching and Learning 68 (Winter 1996), 33-42.
--Silverman, Rita, William M. Welty, and Sally Lyon. Case Studies for Teacher Problem Solving, 2nd edition. New York: McGraw-Hill, 1996.

Using Transparent Assignment Design to Boost Learning

Using Transparent Assignment Design to Boost Learning: Students benefit from having clear assignment instructions, including specifics on purpose, task, and criteria (Winkelmes et al., 2016). Examples are shown in the document.