|
The following list offers a selection of resources for college faculty that
emphasize research-proven and time-tested best practices for teaching. Many
ideas will be most useful early in the semester, but all can impact on course planning.
 | Carnegie-Mellon
University's "Index of Online Resources" includes links on evaluation, links
to other teaching centers, and links for faculty and teaching assistants to a host of
worksheets, surveys, tips, and manuals developed at the Eberly Center for Teaching
Excellence. For instance, I see several good ideas on the page called "Getting Students to Your
Office Hours." |
| The University of California at Berkeley has several helpful websites:
|
| Teaching at Carolina,
the 1991 faculty handbook at the University of North Carolina, also includes some good
ideas among all the usual armchairing. For instance, while considering
ideas for developing a
syllabus, readers are encouraged to provide old tests, sample questions,
and samples answers to prepare students for testing in one's course. The page on alternative teaching strategies gives a
brief consideration about peer teaching, collaborative learning, case studies,
simulations, gaming, written tasks and out-of-class activities, and in-class activities. |
|
Ohio
State's handbook contains a relatively succinct
 | Chapter
2 on "How Students Learn"
(now an Adobe .pdf link from the contents page) shows some implications for things teachers can do to
enhance the learning process. |
| The well
researched chapter 5 includes ideas on active
learning: discussion,
writing, and performance,
and
makes an adequate introduction to many ways to involve students more deeply in learning. |
|
| The Teaching and Learning Center at the University of Nebraska--Lincoln offers
its own collection of good ideas for good teaching. Note especially,
| "101 Things You Can Do
the First Three Weeks of Class," which lists ways to help students make
transitions, direct their attention, challenge them, provide support, encouraging active
learning, build community,
encourage active learning, and get early feedback on your teaching. |
|
This page was last updated on March
11, 2006.
|
1999