Resources

Some advice from students on striking the right balance between friendly and strict.

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

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

Maximizing your educational potential isn't easy; learning effective habits and habits of mind can make a significant difference. Utilize the resources shared here to help yourself achieve all you can. A set of handouts, checklists and short essays to help students adopt effect learning habits (taking notes, studying, time management, etc.)

Nearly a hundred or more citations on the issue of students and plagiarism, especially with international students, compiled by Rebecca Moore Howard, Professor of Writing and Rhetoric at Syracuse University, and specialist in "authorship studies."

Video. Extended video presentations, from the Merlot Elixer Initiative, illustrating exemplary practices for developing students understanding, attitudes and capabilities for academic integrity.

Video. Four extended video presentations, from the Merlot Elixer Initiative, showing faculty in various disciplines (NOT in religion or theology) addressing the issue of how to foster students’ abilities to integrate learning–over time, across courses, and between academic, personal, and community life.

Video. A short video summarizing some of the most important characteristics of students today - how they learn, what they need to learn, their goals, hopes, dreams, what their lives will be like, and what kinds of changes they will experience in their lifetime. Created by Michael Wesch in collaboration with 200 students at Kansas State University.

The ARCS model of motivational design consists of a set of categories of motivational concepts and strategies that are derived from a synthesis of the research on human motivation combined with a review of successful motivational practices. This article provides an overview of the model and cites further research.ARCS stands for attention, relevance, confidence, and satisfaction.

A clearinghouse with a wealth of publications dealing with undergraduate research and related areas: curriculum, pedagogy, mentoring, program development, and more.