The purpose of these pages is to assist faculty and graduate student instructors (GSIs) in their teaching by providing online teaching strategies and resources. Each topic below leads to groups of specific links recommended by CRLT. This website is designed to assist instructors in navigating the wealth of information on the Internet.
ACADEMIC INTEGRITY AND INCIVILITY IN THE CLASSROOM
•Academic Integrity in the Classroom
•Incivility in the College Classroom
APPROACHES/TEACHING METHODS
•Active and Collaborative Learning
◦Group Work and Team Work
•Case-based Teaching and Problem-based Learning
•Clinical and Lab Teaching
•Discussion-Based Teaching and
Handling Controversial Discussions in the Classroom
•Experiential Learning and Field Work
◦Service Learning
◦Teaching with Archival, Botanical, and Museum Collections
•First Day(s) of Class
•Informal Learning
•Lectures and Large Classes
COURSE AND SYLLABUS DESIGN
•Course Design
•Syllabus Design
CURRICULUM DESIGN
EVALUATION OF TEACHING
•Methods for Evaluating Teaching
•Evaluation of Teaching Effectiveness
•Formative and Summative Evaluation
•Midterm Student Feedback (MSF) & Small Group Instructional Diagnosis (SGID)
•Teaching Portfolios and Course Portfolios
EVALUATION OF STUDENT LEARNING (TESTING, GRADING, FEEDBACK)
•Assessment of Learning
•Classroom Assessment Techniques (CATs)
•Feedback on Student Writing
•Testing and Grading Issues
INSTRUCTIONAL TECHNOLOGY AND ONLINE TEACHING
•Online Teaching
•Technology in the Classroom
LEARNING AND TEACHING PRINCIPLES AND LEARNING STYLES
•Learning Styles
•Learning and Teaching Principles and How People Learn
•Motivating Students
•Study Skills
•Teaching Styles
MULTICULTURALISM / DIVERSITY IN TEACHING
•Student Diversity at U-M
•Engaging Students from a Range of Backgrounds
•Responding to Social Issues
•Impacts of Social Identities in the Classroom
•Teaching Social Justice and Community Service Learning
•Multiculturalism in U.S. Higher Education Forums
RESOURCES BY DISCIPLINE
SCHOLARSHIP OF TEACHING AND LEARNING
TEACHING PHILOSOPHY/TEACHING STATEMENT
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