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A-Z Resources

Active Learning

• Active/Inquiry-based Learning
• Active Learning for the College Classroom
• Focusing on Active, Meaningful Learning (IDEA Paper)
• Learning by Doing
• Strategies for Active Learning
• Active Learning Strategies for Large Groups
• Syllabus Statements for Active Learning.pdf

Adult Learners

• Adult Learning
• Principles of Adult Learning

Assessment

• Testing
• See Test Design/Construction
• Grading
• See Grading
• Classroom Assessment
• Assessment of Teaching & Learning
• Classroom Assessment: Informal Means of Knowing if Your Students Learned What You Taught
• Assessment Alternatives
• Assessment Warehouse
• Higher Education Outcomes Assessment

Case-based Teaching

• Case Learning: How does it work? Why is it effective?
• Case Method Website
• Case Studies as a Teaching Tool
• Case Studies for Public Administration and Public Policy
• Case Studies for Understanding Teaching Issues
• Case Studies in Innovative Technology & Engineering Education
• Case Studies in Science
• Various Articles on Case Teaching

Classroom Atmosphere & Learning Environments

• 101 Things You Can Do on the First Day of Class
• Building Student Engagement: Classroom Atmosphere
• Classroom Management
• Dealing with Difficult Behaviors
• The Dog Ate My Homework: How to Deal with Unprepared Students
• Ten Things to Make the First Day Successful

Classroom Controversy

• Teaching and Learning in a Time of Crisis
• Teaching Controversial Issues
• Difficult Dialogues
• Academic Controversy (NTLF Newsletter)
  
  
  

Collaborative Learning/ Computer Supported Collaborative Learning (white paper)

• Assessment in and of Collaborative Learning
• Cooperative / Collaborative Learning for Active Student Involvement
• Cooperative Controversies
• Cooperative Learning/ Cooperative Grading
• Cooperative Learning and Conflict Resolution
• The Cooperative Learning Network
• Cooperative Learning FAQ
• Collaborative Learning
• Formed 'team' or 'discussion groups' to facilitate learning (IDEA Center Instruction Notes)
• Asked students to help each other understand ideas or concepts (IDEA Center Instruction Notes)
• Effective Strategies for Cooperative Learning
  

Collaborative Teaching/Team Teaching

• Building a Teaching Team with TAs
• Structuring and Delivering Interdisciplinary Courses: Approximating the Ideal

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Communications in the Disciplines

Course Design

• Fink's Five Principles of Good Course Design  
  
• A Self-Directed Guide to Designing Courses for Significant Learning 
  
• Preparing or Revising a Course
• Integrated Course Design (IDEA Paper)
• Career and Course Development, Side by Side
• On the Same Wavelength? Clarifying Course Expectations and Goals
• The Reflective Teacher
• Components of Effective Teaching
• Writing Learning Outcomes
• Blooming Biology

Critical Thinking

• The Critical Thinking Community
• Index of Articles
• Resources for Higher Education
• The Role of Questions in Teaching, Thinking and Learning
• Critical Thinking: Identifying the Targets
• A Professional Development Model for Colleges and Universities that Fosters Critical Thinking
• Critical Thinking: Distinguishing Between Inert Information, Activated Ignorance, Activated Knowledge

Current Events

• Using Newspapers to Improve Teaching and Learning
• Sociology in the News
• Methods of Teaching Current Events
• Why Teach Current Events
• Twenty-five Great Ideas for Teaching Current Events

Discovery Learning

• Teaching Tips for Science Labs
• The Discovery Learning Project
• Instruction Versus Exploration in Science Learning
• Alternative Modes of Teaching and Learning - Discovery Learning
• Bruner's Constructivist Theory
  

Discussions

• Improving Discussions (IDEA Paper)
• Discussion FAQ
• Facilitating Classroom Discussions
• The Classroom Discussion Problem: Talkers and Listeners
• Engaging Students in Discussion Online
• What are some good ways to facilitate discussion?\
• More and Better Classroom Participation
• Teaching through Discussion
• Encouraging Class Discussion
• Suggestions for Leading Small Group Discussions
• The Guided Discussion
• Tools for Leading Discussions
  

Disruptive Behavior

• Managing Hot Moments in the Classroom
• Difficult Behaviors in the Classroom
• Managing Classroom Conflict
• Strategies for Dealing with Troublesome Behaviors in the Classroom
• Addressing Disruptive Classroom Behavior: A Guide for Instructors
• Dealing with Disruptive Behavior in the Classroom
• Reducing Incivility in the College/University Classroom
  

Diversity/Cross & Multicultural Teaching

• Diversity in Higher Education
• Addressing Diversity on College Campuses  (IDEA Center Instruction Notes)
• Gaining a broader understanding and appreciation of intellectual/cultural activity (IDEA Center Learning Notes)
• Students' Ideas about Diversity in the Classroom
• Who Are Today's Students?
• The Scope of Multicultural Education
• Diversity Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society
• Assessment Equity in a Multicultural Society
• "Allowing" Race in the Classroom: Students Existing in the Fullness of Their Beings
• Teaching for Inclusion: Diversity in the College Classroom
• Multicultural Education
• Diversity and Inclusive Teaching
• Multilingual Learners in the College Classroom
• Linguistically Inclusive Strategies for Working with Nonnative English Speakers

Communications in the Disciplines

Experiential Learning

• Experiential Learning in Higher Education: Linking Classroom and Community

Feedback

• Heeding Feedback
• Teaching Strategies: Feedback on Student Writing
• Grading as Teaching
  

First Day of Class

• The First Day of Class
• First Day of Class
• First Day of Class: What Can/Should We Do?
• First Day of Class - Do's and Dont's
• The First Day of Class: Advice and Ideas
• The Most Important Day: Starting Well
• 101 Things You Can Do the First Three Weeks of Class
• Ten Things to Make the First Day (and the Rest) of the Semester Successful
• Use Checklists to Ensure a Smooth Course Startup
• Break the Ice
• Tom's Essential Survival Tips
• The First Day of Class … Your Chance to Make a Good First Impression
• Before the First Day of Class: Tips for Success
• The First Day of Class: Tips for Success
• The First Day of Class: Frequently Asked Questions
• Make the Most of the First Day of Class

First Year Teaching

• Tomorrow's Professor Mailing List (from Stanford)
• Handbook on Teaching for Faculty and Teaching Assistants from University of Virginia
  

Goals/Objectives/Outcomes

• Bloom's Taxonomy of Educational Objectives
• Developing Objectives and Relating them to Assessment
• Focusing on Active, Meaningful Learning (IDEA Paper)
• Giving tests and projects that cover the most important points of the course (IDEA Center Instruction Notes)
• Inspired students to set and achieve goals which really challenged them (IDEA Center Instruction Notes)
• Matching Instructional Objectives, Subject Matter, Tests, and Score Interpretations (IDEA Paper)
• Objectives: Action Verbs with Examples
• Student Goal Orientation, Motivation, and Learning (IDEA Paper)
• Writing Objectives Using Bloom's Taxonomy
  

Grading

• Characteristics of a Good Grading System
• Faculty Resources on Grading
• Grade Inflation
• Grade Point Average (GPA): An Exercise In Academic Absurdity; The
• Grading Practices
• Improving College Grading (IDEA Paper)
• Testing & Grading
• Diagnosing and Responding to Student Writing

Inquiry

• 10 Tips For Inquiry-Based Learning
• Inquiry-Based Learning (Written for K-12, but applicable to university settings)
• Inquiry Page; The
• Teaching the Art of Inquiry
• What Is a Good Inquiry Question?
• What is Unique about Inquiry?

Knowledge Surveys

• Karl Wirth: Knowledge Surveys
• Knowledge Surveys
• Megan Frary's White Paper on Knowledge Surveys

Large Classes

• Beating the Numbers Game: Effective Teaching in Large Classes
• Big, but Not Bad
• Effective Teaching and Learning in Large Classes
• Ideas for Teaching Large Lecture Classes
• Large Classes: A Teaching Guide
• Large Classes Newsletter; The
• Survival Handbook For Teaching Large Classes; A
• Teaching Large Classes Project 2001
• Teaching Large Classes Resource Page
• Class Size and Learning at the University Level

Learner-Centered, Student-Centered Teaching/Classroom

• Balance of Power in the Classroom
• Case for Learner-Centered Education; The
• Learner-Centered Teaching
• Learner-Centered Teaching Practice
• Navigating the Bumpy Road to Student-Centered Instruction
• Overview of Learner-Centered Teaching
• The Learner-Centered Classroom: An Overview
• Straws - A Learner-Centered Orientation
• Student-Centered Teaching and Learning

Learning Environments

• Creating New Generation Learning Environments on the University Campus
• Enhancing Student Learning: Intellectual, Social and Emotional Integration
• New Learning Environments for the 21st Century
• Psychology of Learning Environments
• Work vs. Academic Learning Environments

Learning Student Names

• National Teaching & Learning Forum
• University of Nebraska Office of Graduate Studies
• The Chronical of Higher Education
• University of Virginia Teaching Resource Center
• Brigham Young University Center for Teaching and Learning
• Honolulu Community College
• University of Oregon
• University of Sciences in Philadelphia

Learning Styles

• How Students Learn vs. How We Teach
• Index of Learning Styles
• Learning Styles and Preferences
• Learning-Theories.com
• Tutoring Tips Based on Learning Style
• Using Learning Styles to Adapt Technology for Higher Education

Lecturing 

• Eight Steps to Active Lecturing
• Improving Lectures (IDEA Paper)
• Improving Instructors' Speaking Skills (IDEA Paper)
  
• Teaching Strategies: Lecturing
• What Constitutes a Good Lecture and What Makes a Discussion Section Productive?
• The "Change-Up" in Lectures
• Thoughts on the Lecture Method
• Lecture Practices: Effective Ways to Present New Information Orally to Fit Differences in Learning Styles
• Enhancing the Effectiveness of Lectures
• Delivering Effective Lectures
• Delivering a Lecture
• Suggestions for Effective Lecture Preparation and Delivery
• Teaching in the Radiological Sciences
• Twenty Ways to Make Lecture More Participatory

Mentoring

• Faculty Mentoring Resources
• Mentoring
  

Metacognition

• International Association for Metacognition
• Metacognition: An Overview
  

Microteaching (PFF)

• Introduction to Microteaching
• Teaching Fellows Talk About Microteaching
• What to Observe in Microteaching

New Faculty

• The New Faculty Member
• Tips for New Faculty
• First Tips for Faculty
• Advice to a New Faculty Member
• Boise State New Faculty - Faculty Handbook

Peer (Writing) Review

• Guidelines for Peer Writing and Response Groups

• How to Plan and Guide In-Class Peer-Review Sessions

• Peer Editing

Plagiarism

• The Ultimate Plagiarism Resource: Detecting Plagiarism and Preventing It
• Plagiarism.org
• Avoiding Plagiarism

Portfolio (Faculty & Student subsections)

• for Faculty use
  
• Teaching Portfolios
• FAQ - Teaching Portfolios
• The Teaching Portfolio
• Developing a Teaching Portfolio
• The Course Portfolio as a Tool for Continuous Improvement of Teaching and Learning
• Handbook for Creating Course Portfolios

Problem-based Learning

• Dan Tries Problem-Based Learning: A Case Study
• Problem-Based Learning: An Introduction
• But I Teach a Large Class...
• PBL Articles
• Problem-based Learning, especially in the context of large classes
• Problem-Based Learning
• Research and Problem-Based Learning in Undergraduate Courses

Promotion and Tenure

• Court Challenges to Tenure, Promotion and Retention Decisions (IDEA Paper)
• Tenure, Promotion, and Reappointment: Legal and Administrative Implications
• De Facto Tenure
• Two Approaches to Tenure and Promotion Criteria
• Boise State Faculty Promotion Guidelines
• Portfolio Teaching Statements in the Health Sciences
  

Psychology of Learning

• How Learners Learn: What Teachers Need to Know to Be Effective
• The Psychology of Learning and the Art of Teaching
• How People Learn: Brain, Mind, Experience, and School
• Learning Theories: A Primer Exercise
  

Rubric Development

• Rubrics
• Creating a Rubric for a Given Task (WebQuests)
• Developing Grading Rubrics
• Leveling the Field: Using Rubrics to Achieve Greater Equity in Teaching and Grading
• Creating a Rubric: Tutorial
• Scoring Rubrics: What, When and How?
• General Evaluation Rubric for College Papers
• RibiStar Rubric Generator
  

Self-Assessment/Reflection

• Self-Assessment at Alverno College
  

Service-Learning

• Learn and Serve Clearinghouse
• Service-Learning FAQ
• Syallabi Database
  
• Problem-Based Service-Learning
• Service-Learning at Boise State University
• Combining Service and Learning at UNC

Simulations & Games as Instructional Aids

• Game-Informed Learning: Applying Computer Game Processes to Higher Education
• How Gaming Could Improve Information Literacy
• What Would a State of the Art Instructional Video Game Look Like?
• Can Training Games Really Teach?

Scholarship of Teaching & Learning/Pedagogical Scholarship

• International Society For The Scholarship Of Teaching & Learning
• A Tutorial on the Scholarship of Teaching and Learning
  

Student Evaluations

• Student Ratings of Teaching: A Summary of the Research (IDEA Paper)
• Defining and Evaluating College Teaching (IDEA Paper)
• Student Ratings of Teaching: Recommendations for Use (IDEA Paper)
• Getting and Using Student Feedback
• Engaging Evaluations: Helping Students Consider their Learning
• How I Read Student Evaluations
• Taking Stock: Evaluations from Students

Student Response Systems/Clickers

• Boise State's Clicker Google Site
  
• Classroom Response Systems ("Clickers")
• Clicker Best Practices
• 7 Things You Should Know About Clickers
• What I Learned from…Using a Personal Response System
• "Clickers" and other Student Response Systems
• Teaching with Classroom Response Systems: Resources for engaging and assessing students with clickers
  

Syllabus Construction

• Developing a Course Syllabus
• Creating a Syllabus
• Writing a Syllabus
• Designing a Learning-Centered Syllabus
• Writing a Syllabus (IDEA Paper)

TAs (Teaching Assistants) Teaching Guide

• Training Focused on Postgraduate Teaching Assistants: the North American Model
• Teaching and Learning @UW - Guide for Teaching Assistants
• Graduate Teaching Assistant Handbook
• A Brief Survival Guide for New Graduate Teaching Assistants at UNC Charlotte
• Advice from Undergraduates TAs
  

Teaching Philosophy Statements

• Writing a Teaching Philosophy Statements
Components of a Teaching Philosophy Statement
Rubric for evaluating Teaching Philosophy Statements

Teaching with TAs

• Teaching with TAs: Guidelines for Instructors Who Work with TAs
• Enhancing GTA Training in Academic Departments: Some Self-Assessment Guidelines
• Mentoring TAs: Going Beyond the Essentials
• Guidelines for Departments

Technology; Teaching with

• Implementing the Seven Principles: Technology as a Lever
• Types of Online Teaching
• Examples of UM Faculty Using Technology in Teaching
• 7 Things You Should Know About...
• Rethinking the Transition to Online Teaching and Learning
• Mobile Technology Users Group

Team-based Learning

• Team-Based Learning
• Formed ‘teams’ or ‘discussion groups’ to facilitate learning (IDEA Center Instruction Notes)
• Building Learning Teams: The Key to Harnessing the Power of Small Groups in Higher Education

Test Design/Construction

• Constructing Tests: Teaching Tips
• How to Write Tests
• Test Item Bias Review
• Improving Multiple-Choice Tests (IDEA Paper)
• Best Practices for Designing and Grading Exams
• Test Construction
  
• Multiple Choice Testing: Is It for Me?
• Writing Multiple-Choice Questions that Demand Critical Thinking

Time Management

• Time Management for Faculty
• Time Management: A Key Faculty Survival Skill
• Time Management for New Faculty
• Time-Management Suggestions for Teaching Assistants
• Keeping Chaos at Bay
• How to be Productive
  

Written and Oral Assignments

• Effective Use of Student Journal Writing
• Improving Student Writing (IDEA Paper)
• Creating Meaningful Writing Assignments
• Designing Writing Prompts
• Writing to Learn
• Writing for Learning - Not Just Demonstrating Learning
• Evaluating Speaking in the Classroom