College Teaching (General Resources)
Websites to Bookmark
- Vanderbilt University's Center for Teaching (CFT): Check out the guides prepared by CFT staff on an impressive array of evidence-based teaching practices (e.g., active learning, the first day of class, feminist pedagogies, flipping the classroom, inclusive pedagogy, SoTL, teaching first-year students - over 75 topics at last count!).
- University of Michigan's Center for Research on Learning & Teaching: Another powerhouse website with superb resources, up-to-date and evidence-based. Includes excellent compilations of teaching strategies and diversity and inclusion practices, among many others.
Websites to Savor
Value of the Liberal Arts
- Power of Liberal Arts: Site maintained by the Council of Independent Colleges dedicated to explaining and demonstrating value of the liberal arts.
- "Why public liberal arts?": Essay by Bill Spellman, UNC Asheville Professor History and Director of the Council of Liberal Arts Colleges.
- "The heart of the matter": 2013 Report from the Commission on the Humanities and Social Sciences about why these disciplines matter.
- "A plea for 'close learning'":Posting on Tomorrow's Professor eNewsletter, adapted from a 2013 article in Liberal Education, focusing on the benefits of close faculty-student interaction in liberal arts teaching.
- "This college asks alumni to choose their own way to decide its value": February, 2014, article from the Chronicle about a different approach to assessing the value of a liberal arts education.
- "Liberal Arts Graduates and Employment: Setting the Record Straight": Selected findings from a 2014 AAC&U report contradict the perception of liberal arts students as untrained or unemployed. Taking the long view, liberal arts majors are ultimately employed as frequently as pre-professional majors, and by their 50s, earn as much or more.
- "How to get a job with a philosophy degree": New York Times article (9.13.13) about career development challenges and strategies in liberal arts colleges, focusing in particular on Wake Forest University's Office of Personal and Career Development.
- "Who needs an English major?" from the Tomorrow's College lecture series, produced by American Radio Works. Downcast the podcast or read the transcript of a thoughtful exploration of the role of the liberal arts in higher education. From the website: "Some students think it doesn't pay to study philosophy or history. But advocates of liberal arts programs say their graduates are still among the most likely to become leaders, and that a healthy democracy depends on citizens with a broad and deep education" (originally aired September, 2011).
Getting Started With New Peer Review Procedures
Short recommendations for implementation of the new peer review procedures in academic departments.
Evaluation form with separate sections for review of class materials and observation of classroom teaching. Narrative style. (Email CTL for Word version.)
Packet of materials from the University of Dayton Learning Teaching Center. Contains rating style forms for separate evaluation of different types of course materials, e.g., syllabi, class assignments, tests, and instructor feedback.
Form patterned after one adopted by the Western Carolina University Coulter Faculty Commons for use in formative peer review of classroom teaching. Could also be used in summative review in combination with one of the above forms assessing course materials.
The Center for Teaching Excellence at the University of Kansas provides guidelines for peer review along with other tips for documenting effective and conscientious teaching. Considers four broad facets of peer review: intellectual content of the course, teaching practices of the instructor, student learning and understanding, and evidence of instructor reflection and development.
Brigham Young University's Center for Teaching & Learning is piloting a learner-centered approach to peer review, emphasizing learning outcomes rather than the traditional focus on instructional delivery. Site offers learner-centered peer review forms as well as description of a peer review process incorporating both formative and summative reviews.
The Institute for Teaching, Learning & Academic Leadership at the University of Albany SUNY offers academic departments a guide to developing a peer review system. Downloadable packet of information and appendices with sample forms.
Essay by peer review expert Nancy Van Chism aimed at department chairs.
Books on Peer Review, Available in the CTL Library
Arreola, R. A. (2007). Developing a Comprehensive Faculty Evaluation System (3rd ed.). Bolton, MA: Anker.
Provides information about many approaches to faculty evaluation, including peer review.
Berk, R. A. (2006). Thirteen Strategies to Measure College Teaching. Sterling, VA: Stylus. Peer review is considered as one of many approaches to evaluation of faculty.
Chism, N. (2007). Peer Review of Teaching: A Sourcebook (2nd ed.) Bolton, MA: Anker.
Adopted for a learning circle in 2010, this book provides a comprehensive overview of different approaches to peer review as well as forms for all types of evaluations. Learning circle members drafted recommendations for peer review as a result of their study of this resource.
- Plagiarism tutorial, an introduction to plagiarism with online quizzes from the University of Southern Mississippi (could be completed by students outside of class)
- Plagiarism self-test, from Colby, Bates, and Bowdoin Colleges (quiz focused on what behaviors constitude plagiarism)
- Plagiarism module and quiz, from Indiana University (quiz contains student examples of writing, asking for assessment of plagiarism)
- Video on plagiarism, developed by Rutgers University (animated cartoon)
- Strategies for prevention of plagiarism, a blog entry by Jason Schreiner, Faculty Consultant at the University of Oregon Teaching Effectiveness Program
Presentations: Visual Aids
- Top Ten Slide Tips (very helpful ideas for improving slide quality, and a good resource for students, from Garr Reynolds, Kansai Gaidai University [author of Presentation Zen])
- Learning Design Principles for Power Point Presentations (handout on integration of learning principles with Power Point slide development, from Patricia McGee, UT San Antonio)
- Research about Student Preferences for Power Point (synopsis of research from the Center for Teaching, Vanderbilt University)
- Using Visual Aids (overview and resource links from AccuConference)
Resources for Blended and Online Teaching
- Teaching Online Pedagogical Repository - Online/blended learning pedagogical practices organized into three categories: Course Content, Interaction, and Assessment
- Quality Matters - Helping educators deliver quality online learning opportunities
- National Education Association online learning resources
Scholarship of Teaching and Learning (SoTL)
- List of journals publishing SoTL research (searchable by discipline and topics)
- List of teaching conferences (an up-to-date data base, searchable by discipline, teaching interest, and region)
- Teaching conferences and workshops for geoscience faculty
Recent UNC Asheville SoTL Publications
- Diefenbach, Don. (2017, September). How interactive timelines empowered students, flipped the communications classroom. Mediashift.
- Boudreaux, G. M., Haugh, J. M., Johnson, E., & Whitlock. C. (2014, January). A cost-benefit analysis of online homework systems. Paper presented at the Joint Meetings of the Mathematical Association of America and American Mathematical Society, Baltimore, MD. (Math)
- Stratton, M. T., & Julien, M. (2013). Xtranormal learning for millennials: An innovative tool for group projects. Journal of Management Education. (Management)
- Wingert, J. R., Wasileski, S. A., Peterson, K., Mathews, L. G., Lanou, A. J., & Clarke, D. (2011). Enhancing integrative experiences: Evidence of student perceptions of learning gains from cross-course interactions. Journal of the Scholarship of Teaching and Learning, 11 (3), 34-57. (Food Cluster)
- Wingert, J. R., Wasileski, S. A., Peterson, K., Mathews, L. G., Lanou, A. J., & Clarke, D. (2014). The impact of integrated student experiences on learning. Journal of the Scholarship of Teaching and learning, 14 (1), 42-58. (Food Cluster)