Resources
An extensive “checklist” of best practices for pedagogical and user-interface design for online teaching. Hyperlinks are provided within the checklist to expedite and facilitate understanding of each indicator on the checklist.
Writing good test questions, all kinds – from multiple-choice to essays. A site designed for a teacher education course. Includes essays on principles to guide assessment, guidelines for constructing good questions, and help for students taking exams.
A site is designed to stimulate theological reflection on the uses of technology in theological education, with links to sites on a host of issues on teaching and technology.
An essay for students on the web page of Dartmouth’s Writing Program.
A 1985 essay by William G. Perry that analyses how to adapt to student expectations of teachers and the classroom. Reprinted from On Teaching and Learning, Volume 1 (1985)
Excellent, simple to use; a long list of teaching strategies and things to consider, from one of the best teacher resource centers, UC Berkeley. A “cliff notes” version that has been expanded into publisher Jossey-Bass’s landmark "Tools for Teaching."
Worksheet for assessing a syllabus
Analysis and guidelines to help you maintain a focus on learning, study the learning process, and plan curriculum, instruction, and assessment.
A course, a resource, and a source of knowledge about learning, how it can be developed, and how it differs among learners.
University Teaching: An Introductory Guide is a vital tool for the new lecturer that aims to encourage and support an inquiry into university teaching and academic life. This book understands that teaching is not discrete but one of many activities integrated in academic work. It recognizes that teaching is directly affected by administrative concerns such as timetabling and workload demands, departmental culture, disciplinary research expectations and how we think about the purposes and values of higher education. The new lecturer must learn to adapt to and shape the circumstances of their academic work. Understanding that teaching is an integral part of this work, rather than a dislocated discipline, can help us think about practice in new ways. Harland argues against the teaching-research divide and popular opinion that ‘teaching takes time away from research’. He proffers the sentiment that all aspects of academic practice need to be considered when inquiring into learning how to teach, and that teaching is better understood when it is firmly embedded and integrated in this work. Writing from his experience extracted from a ten-year research project working with early career staff, he addresses popular concerns of academics, including: Lecturing Peer review of teaching Discussion as an approach to teaching Research and the new academic The subject and the idea of critical thinking This clearly written and practical book will be ideal for all new lecturers in higher education, and also more seasoned academics wishing to progress their professional development. (From the Publisher)