Foundational Principles for Teaching and Learningplus or minus
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.
Finally, see the extensive explanations, demonstrations, and resources on the "Exploring How Students Learn" website from Bill Cerbin, Professor of Psychology and director of Center for Advancing Teaching and Learning at the University of Wisconsin--La Cross.
Teaching and Technologyplus or minus
For a full list of instructional technology resources, see the CTLE webpage.
Using Power Point Presentations Effectively
"Best Practices for Power Point" by Ronald Berk, Professor Emeritus, Johns Hopkins University.
“Fakebook” by Classtool.com allows students to create a fake Facebook page to interact with course material in creative ways.
Alternative Course Designplus or minus
Active Learningplus or minus
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.
Using Small Groups Effectivelyplus or minus
Helping Students Develop Effective Study Habitsplus or minus
Dr. Stephen Chew's videos are designed specifically for students.
Classroom Dynamics plus or minus
Classroom Assessment Techniquesplus or minus
Vanderbilt University’s Center for Teaching has a nice overview of CATs.
Getting Mid-Semester Feedback from Your Studentsplus or minus
Using Informal Writing to Increase Learningplus or minus
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.
Activities to Promote Critical Readingplus or minus
Writing in and across the Disciplinesplus or minus
Giving Feedback on Draftsplus or minus
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
Designing Rubricsplus or minus
Here are numerous rubrics for critical thinking.
Here are two websites with extensive lists of rubrics in various disciplines and for a variety of assignments:
2. North Central College's page also includes guidelines for creating and using rubrics.
The Scholarship of Teaching and Learningplus or minus
- Student Services
- Faculty Services
- Faculty Development
- Technical Services
- Library Links
- About CTLE
- Dr. Amy Simolo
- Faculty Development Specialist
- LSC, Room 581
- Scranton, PA 18510
- The University of Scranton
- Phone: 570-941-7498