Tools and Resources

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Browse through the tools by the title of the resource.

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This document describes criteria for an effective electronic teaching portfolio.

Power Point presentation delivered by Andy Lau, during the 2009 Sustainability Conference. This describes how faculty may incorporate sustainability into their courses.

A web-based database sponsored by the Institute of Education Sciences (EIS) of the U.S. Department of Education. Considered the world's premier database of journal and non-journal education literature, ERIC is free and is the first place to start for literature searches.

Support in the appropriate use of technology for teaching, learning, and research.

Examples of rubrics for 1) Class participation; 2) lab reports; 3)oral participation; and 4) a teaching portfolio. Document also includes rubrics of different grain sizes: holistic rubric compared with grading checklist. There is also a case study about a request to have an assignment regraded.

This article is written by one of the most well-known professors in engineering education, Richard Felder. While not new, is still relevant to instructors teaching large courses. Felder says: "When we find ourselves teaching a mob, it's easy to throw up our hands, conclude that there's no chance of getting any responsiveness out of 150 or 300 students in an auditorium... Fortunately, there are ways to make large classes almost as effective as their smaller counterparts. Without turning yourself inside out, you can get students actively involved, help them develop a sense of community, and give frequent homework assignments without killing yourself (or your teaching assistants) with impossible grading loads. BEATING THE NUMBERS GAME: EFFECTIVE TEACHING IN LARGE CLASSES, by Richard M. Felder, Department of Chemical Engineering
North Carolina State University. Presented at the 1997 ASEE Annual Conference, Milwaukee, WI, June 1997.

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.

This page was produced by the University of Minnesota College of Biological Sciences. The most useful part is the subsection about "approaches to enhance specific writing abilities." That subsection includes information / activities that instructors can use to help students read and write scientific papers (e.g., breaking an abstract into its component parts, synthesizing information from different sources).

This document guides faculty interested in course- or classroom-based research on student learning in the design process. Following the guidelines will help ensure that the research projects will be sound and robust and resulting insights can inform and extend our understanding of the processes of learning and of supporting that learning with effective, evidence-based instruction. While created to meet requirements for Canadian standards, the resource is also useful for researchers in the U.S.
The guide takes researchers through the essentials of the Canadian standards for ethical practice in the scholarship of teaching and learning (SoTL) which are unique because of participants (human subjects) are also typically the researcher’s students. This Guide translates the Canadian TCPS2 (2014) for the researcher conducting SoTL research.

This resource is written by Lisa Fedoruk at the University of Calgary, with contributions by 18 scholars across Canada. It is grounded in the Canadian document governing research ethics, but the specific strategies listed throughout will be useful and helpful for researchers in other countries. Provided by Nancy Chick, Academic Director of the Taylor Institute for Teaching & Learning, University Chair in Teaching and Learning, University of Calgary.

Everywhere you turn, colleagues are talking about evidence-based teaching. But even when
the evidence is convincing, it can be tough to choose a strategy and begin using it well. This
navigational guide will help you get started.
Horii, C. V. (2018) Wise Instructional Choices in an Evidence-driven Era. NEA Higher Education Advocate, 36(3), 6-9.

This document includes example program-level learning objectives for internships. It was created by faculty at Penn State Berks.

This is an example of how the College of Information Sciences and Technology organizes their Online Courses.