Resources

The article looks at illusions of rigor we often accept in teaching our courses and what in fact are more realistic approaches that can provide the same high quality outcomes.

Student ratings of instruction are hotly debated on many college campuses. Unfortunately these debates are often uninformed by the extensive research on this topic.

Podcast Series. This podcast series includes interviews with BYU faculty as well as excerpts from invited speakers. We offer them in multiple formats to make it easy to watch and listen at work, home, or on your iPod. You might even choose to use a clip from one of the presentations in your teaching.

The discovery that students don't love the new teacher's content area is one of those school of hard knock lessons.

The research discussed in this article looked at the impact of students having laptops in class that were being used for non-course related tasks, such as surfing the web.

Integrate digital tools into the humanities classroom in ways that will improve the undergraduate learning experience

There has been a lot of buzz in higher education lately about the flipped classroom model for teaching and learning. It's not as easy as it appears, and it's not as new as others would have us believe.

Provides a case analysis of a Massive, Open, Online Course (MOOC) taught at Stanford University. The professor wanted to provide high quality course content, engage students, offer free and discounted readings, enable peer evaluation of term papers and study the course to improve it.

Learning students’ names may seem trivial but helps with two kinds of interactions that make a significant difference in students’ undergraduate experience: faculty-student interaction and student-student interaction

By “Decoding” what an expert does so that he or she does not get stuck at the bottleneck, we can spell out crucial operations, the “critical thinking” of a discipline.