Resources
Three substantial pages, well-researched, and accessible. The site seeks to link student thinking, learning and performance in a peer tutoring program. Provided by the Learnwell Projects.
A user-friendly and practical tool to assist faculty in planning and implementing online courses. Based on the principles of teaching and learning proposed by Chickering & Gamson (1987): Student-Faculty Contact, Cooperation Among Students, Active Learning, Prompt Feedback, Time on Task, High Expectations, and Diverse Talents and Ways of Learning. 
University of Tennessee (Knoxville) site with a “course design chart” to guide you through the instructional design steps of analyzing, designing, developing delivering, and evaluating an online course. Plus a compendium of teaching tools and a glossary of definitions.
Highly accessible list, with several paragraphs to flesh out and develop each item, and a brief bibliography at the end. 
University of Minnesota Resources to support active learning classrooms (ALCs), defined as student-centered, technology-rich classrooms.
Information, advice, examples of best practices, and inspiration to those using or thinking about using learning environments known as "Active Learning Classrooms" (ALCs). Produced by the University of Minnesota’s Center for Teaching and Learning. Both concrete and grounded in theory of active learning. Also has an annotated bibliography.
Annual list of software, online learning tools, apps, and other technology used in teaching. Compiled by Jane Hart from the votes of learning professionals worldwide. Some are obvious. Some are obscure. Includes brief overviews of each tool.
A multi-page tutorial from Virginia Commonwealth University’s Center for Teaching Excellence, to help you rethink your teaching for effective online teaching. Topics include: course design, teaching practices, managing online classes, and assessment.
Click Here for Book Review Abstract: A wide-ranging consideration of the emerging field of contemplative education. Contemplative approaches to higher education have been gaining in popularity and application across a wide range of disciplines. Spurring conferences, a growing body of literature, and several academic programs or centers, these approaches promise to contribute significantly to higher education in the years to come. This volume provides an overview of the current landscape of contemplative instruction, pedagogy, philosophy, and curriculum from the perspectives of leading researchers and scholar-practitioners. Contributors come from a variety of disciplines, including education, management and leadership studies, humanities, social sciences, the arts, and information science. Drawing on diverse contexts, the essays reveal the applicability of contemplative studies as a watershed field, capable of informing, enriching, and sustaining the many disciplines and instructional contexts that comprise higher education. Chapters discuss the theoretical aspects of the field; the details, experiences, and challenges of contemplative approaches; and the hopes and concerns for the future of this field. (From the Publisher)
A blog post devoted to specific concrete recommendations for designing a student assignment to create their own “Ted Talks,” including analysis of how Ted Talks work pedagogically.