The Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University offers “current research and theory on student learning in a way that can inform and guide effective teaching practices.”

Also from the Eberly Center: the “Solve a Teaching Problem” interactive tool.

For a full list of instructional technology resources, see the CTLE webpage. 

Using Power Point Presentations Effectively

Power Point presentations and lecturing.

Turning your Syllabus into an InfoGraphic.

“Fakebook” by Classtool.com allows students to create a fake Facebook page to interact with course material in creative ways. 

Flipping Your Classroom 

Team Based Learning

Getting Students On-Board When Trying New Pedagogical Approaches

Problem-Based Learning

What exactly is “Active Learning” and why use it?

One of the most comprehensive resources on the theory and research behind Active Learning as well as dozens of discipline-specific examples comes from Adrian Lee, Emeritus Professor, Microbiology, and Pro-Vice Chancellor, University of New South Wales.

Another very thorough and useful guide to student-centered and active learning is by Jeffrey Froyd and Nancy Simpson from Texas A&M University.

For a succinct review of the scholarship on why active learning works, check out Joel Michael’s article in Advances in Physiology Education.

• See John Bean’s very helpful chapter from Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in th Classroom.

• Here are more helpful resources in planning small group work from Carnegie Mellon.

• "Handling Hot Moments"
• Responding to Difficult Moments in the Classroom

Vanderbilt University’s Center for Teaching has a nice overview of CATs.

Here is a summarized version of 50 CATs from the influential Classroom Assessment Techniques (1993) by Angelo and Cross.

Here’s a thoughtful, interesting piece on teaching students how to write useful evaluations.

Mid-semester barometer and other tools. 

Achieving Learning Outcomes Through “Low Stakes Writing Assignments”: the power point slides of a fantastic presentation by Chris Anson, Ph.D., University Distinguished Professor, Director, Campus Writing & Speaking Program, North Carolina State University.

Here are more ideas for “low-stakes” writing assignments intended to increase comprehension.

Summary Rounds

Marginalia

Shelley Reid’s Critical Reading Assignments

“Reading Motivation: A Study of Literature Circles”

Mary’s Writing Reflection Prompts

Mary’s Writing Tips and Guides

Both the University of Tennessee and Duke University offer good resources for faculty and students alike for writing in specific disciplines.

See these great tips from Shelley Reid on Managing the Paper Load. 

And remember these words of wisdom:

“It is entirely appropriate to give comments on sentence-level issues, but proofreading or copyediting every error is worse than a waste of time—it is generally detrimental to learning. If a student needs help with diction, syntax, or correctness, you should select a pattern to focus on and mark only instances of that particular problem. . . . Students will not internalize more than 1 or 2 new rules during a given revision. Calling attention to more than this just generates noise.”

~Alfred E. Guy, Jr., R.W.B. Lewis Director, Yale College Writing Center

Here are numerous rubrics for critical thinking.

Here is a comprehensive collection of rubrics from a variety of majors.