Resources

Peer review provides informed considerations of a candidate’s teaching that student ratings cannot address: breadth, depth, and rigor of course objectives and materials; patterns of and procedures for course management; and a contextualized sense of the interactions between teacher and students as a whole.

What is reflection's role in service-learning? Reflection is a key component of service-learning; in fact, reflection is the link between the service and the learning.

This site provides a number of resources and suggestions for designing and delivering effective lectures.

Service-Learning is an engaged pedagogy, premised on experiential education as the foundation for intellectual, moral, and civic growth

Many faculty are beginning to experiment with social media, incorporating Facebook, Twitter, and other services into their classes. What are the legal implications of the use of social media in teaching? What should faculty know before trying them out?

Teaching portfolios: formatively, the portfolio helps you reflect systematically and regularly upon your teaching; summatively, portfolios provide a much more comprehensive and accurate picture of your teaching than any other single device.

While student ratings of instruction (commonly called course evaluations) are usually seen as a form of summative evaluation of a course and an instructor, they can also be used to improve a course and an instructor’s teaching.

In the backward design process you structure student learning based upon assessments that are intentionally designed to provide evidence that students have achieved the course goals.

From Indiana University: Discussion is important to learning in all disciplines because it helps students process information rather than simply receive it. Includes: Preparing for Discussions; Problematize the Topic; Select a Discussion Format; Choose a Method to Assign Students to Groups; Choose a Debriefing Method; Problems with Discussion; Strategies for Building Discussion throughout a Class Session

Most anyone who has taught a college course more than once realizes that students' learning does not proceed in a uniformly smooth fashion. All instructors encounter bottlenecks, places where the learning of a significant number of students is blocked. We used to think these bottlenecks were simply conceptually difficult places.