Resources

An extensive faculty mentoring guide produced by the University of Michigan. Includes: definitions, discussion of goals, and tips (for mentors and mentees).

Using the tool on this site, students can create group projects that interface music, blogs, documents, photos, video and more.

Contends that in order to attract “traditional” and “non-traditional” students, higher education institutions will need to invest in the use of technology. Stresses the importance of technology in creating community and in fostering collaboration.

Counters the persistent claim that there are distinguishable sensory learning styles (visual, auditory, kinesthetic). Argues that instructors should acknowledge and attempt to address differences in student ability, interest, background knowledge, and learning disability.

Describes an online writing course for adult learners. Argues that adult learners have different needs than “traditional 18-22-year olds” in online spaces. Discusses the importance of creating online community for adult learners. Stresses the differences in faculty workload in teaching online courses rather than providing face-to-face instruction.

Developed by Northwest Center for Public Health Practice at the University of Washington School of Public Health. Extensive PDF manual on teaching adult learners. Includes suggestions on preparing, teaching, and assessing material. Has worksheets to assist in course planning and delivery.

Two-page PDF from Educause (February 2012). Explains flipping and potential benefits and drawbacks.

ProfHacker writer Jason B. Jones collects examples of "creative or interesting syllabuses" (in this post, and also linking to his results from a previous request). Comics, Prezis, Folios, PDFs, newsletters, and more.

Infographic, with supporting citations, concerning the adjunctification of higher ed and the living/working conditions of contingent faculty members.

A helpful list of good practices for writing letters for students