Faculty Development


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.

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. 

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.

Dr. Stephen Chew's videos are designed specifically for students.

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

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.

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 are two websites with extensive lists of rubrics in various disciplines and for a variety of assignments:

1. The Association for the Assessment of Learning in Higher Education.

2. North Central College's page also includes guidelines for creating and using rubrics.

Here are two excellent introductory resource pages on SoTL from Illinois State University and Michigan State University.

See Randy Bass's article "The Scholarship of Teaching: What's the Problem?" for an excellent introduction to SoTL.

 

Last Modified: October 17, 2017