Resources

 A repository of more than 70 discipline-specific multimedia case stories providing real-life experiences of exemplary teaching strategies and the process of implementing them. You can access case stories by discipline (not religion or theology, however) and topic (including: first day of class, active learning in large lectures, community service learning, course design, assessment rubrics and many more). Learn about how to use case stories as a faculty development resource, and read about  the lessons learned through the Merlot Elixer project.

Doug Hotlton's list of "a few" centers for teaching & learning and faculty development related folks on google+.

A list of faculty development-related people and organizations on twitter.

A page of annotated links to resources on how to improve students' use of the internet for academic purposes - posted by Pam Berger (a librarian/consultant).

A site maintained by the Adjunct/Part-Time Faculty Subcommittee of POD (an organization for faculty development professionals) includes event announcements and links to online and published resources.

Sponsored by the Seminary Department of the National Catholic Educational Association for the purpose of advancing the education of future priests within a distributed learning framework shared by all member schools. Sponsors courses that foster excellence in human, spiritual, intellectual, and pastoral formation within seminaries through the sharing of resources between them.

A thorough overview, with multiple internal links/articles, to help students as well as professionals identify and prevent plagiarism and to develop an awareness of ethical writing.

Using a business model, this web site makes a nice distinction between “outputs” (that which is a direct result of a process) and “outcomes” (that which is achieved over the longer term).

Although this is a commercial site, it has many great summaries of major theorists and theories in easy to read charts and diagrams. Based on Robert Mager’s “Criterion Referenced Instruction (CRI) it demonstrates how instruction can be measurable and thus capable of being evaluated and systematically improved.

A brief overview of the differences between measurable (good) and non-measurable (poor) learning outcomes and the importance of the former. "Learning outcomes should flow from a needs assessment. The needs assessment should determine the gap between an existing condition and a desired condition. Learning outcomes are statements which describe a desired condition -- that is, the knowledge, skills, or attitudes needed to fulfill the need."