Resources

Research shows that "immediacy" (behavior that brings the instructor and the students closer together in terms of perceived distance) increases student learning. This web page provides lists of behaviors to create immediacy and links to further studies. .

A web page full of reliable  analysis and strategies, supported by publications. "On the Cutting Edge" is a professional development non-profit aimed at geoscience faculty, but the issues analyzed here are applicable across high education. 

A blog by a widely published and cited author on teaching writing to undergraduates. New postings every few months. Her site includes links to a variety of other recommended blogs for teaching in higher education. 

Video. A series of short (half hour) videos based on research on the perceived pedagogical challenges in intercultural/multicultural classrooms. Each video shows a before and after. None of it was rehearsed. Topics include team work, plagiarism, and office hours. Created by the Thompson Rivers University Center for Teaching and Learning.  

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."

A bibliography of important essays about the scholarship of teaching, compiled by Kathleen McKinney at Illinois State University in Spring 2013.

An independent professional development, training, and mentoring community of over 11,000 graduate students, post-docs and faculty members, dedicated to supporting academics in making successful transitions throughout their careers. Membership offers on-campus workshops, professional development and mentoring programs, discussion forums, newsletters, and resources

Diverse teams of faculty and other academic and student affairs professionals from a wide range of institutions has drafted and revised institutional-level rubrics (and related materials) to correspond with the AAC&U "Essential Learning Outcomes." Each VALUE rubric contains the most broadly shared criteria or core characteristics  considered to be critical for judging the quality of student work in a particular outcome area, including: intellectual/practical skills (such as critical thinking and  communication), personal and social responsibility (such as civic engagement and ethical reasoning), and integrative and applied learning.

A wide range of specific learning designs and strategies for the online and blended classroom, organized and reviewed by The University of Central Florida's Center for Distributed Learning. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. Search and browse interface.

A thorough, multi-link, description by a teacher who "flipped" her community college art history classroom. Includes links to additional resources, videos with excerpts of many of the learning activities and overviews of student surveys.