Assessment and Instructional Alignment (CFD) This tutorial introduces an assessment approach using the Revised Bloom’s Taxonomy. Using the taxonomy can improve your assessment system and improve student learning by aligning course objectives, activities and assessments with each other.
Universal Design (CU Online) This one hour self-paced module will guide participants through ten steps you can take when designing your course to make it mor accessible for all types of learners.
Zoom Basics (CU Online) This one hour self-paced module will help prepare participants to host and join web conferences in the online classroom.
National Teaching and Learning Forum (NTLF) is a collection of short essays written by teachers who voice their views and tell about their experiences and practices in the classroom. With our institutional subscription, you can access this publication from any university computer. Essays on Teaching Excellence is a series of essays related to college teaching and university faculty development.
Please note: the essays are only available from campus.
Diversity & Democracy is a publication of the Association of American Colleges and Universities. Supports academic leaders and educators as they design and reshape their diversity programs.
Network is a campus website that posts campus news, events, news, announcements, and benefits. Highlights and links are emailed to UC Denver faculty and staff each week.
CU Denver is committed to improving the success of first-generation students through collective efforts geared towards greater postsecondary participation and success. Below you will find readings that will help you to understand the unique challenges these student encounter and ways to support first-generation college students through relevant classroom and campus resources.
First Day of Class
Course Design Tutorial (Carleton College)
This site provides a step-by-step approach to course planning starting with the development of goals for student learning and moving on to teaching strategies, assessment of student learning, and the syllabus. Many of the examples are drawn from the geosciences, but the principles are relevant to all disciplines.
Understanding by Design (Vanderbilt University Center for Teaching)
An overview of Grant Wiggins and Jay McTighe's influential book Understanding by Design and links to resources that assist instructors in applying the book's principles in their course planning. (The full book is available electronically through the U-M library system to authenticated users.)
Designing a Course (BYU Center for Teaching and Learning)
This site offers a brief overview of course design process that begins with developing significant learning outcomes and then designing engaging learning activities that allow students to engage in a meaningful way with the course content. Adapted from Fink (2003).
Designing Your Course (Cornell University Center for Teaching Excellence)
Resources from the Cornell Center for Teaching Excellence, including a downloadable syllabus template, Bloom’s Taxonomy of Educational Outcomes, a course materials checklist, and reflective course planning questions.
The Value of Learning Objectives (CMU Eberly Center for Teaching Excellence)
This white paper from Carnegie Mellon's taching center offers a research basis for the importance of specifying learning objectives.
Radical Course Revision: A Case Study
This essay in The National Teaching and Learning Forum focuses on how to revise a course through rigorous, critical reflection on teaching, the same kind of systematic critical reflection that is often applied to research. This article includes four steps for successful “radical revision” of an existing course.
General Resources for Teaching in Tumultuous Times
Constructive Discussions, Dialogues, and Strategies
- Facilitating Small Groups: Elements of a Teaching Plan (Stanford University, 1999). Outlines suggestions for using collaborative tasks to accomplish course goals, including advice on how to avoid potential problems; also includes a brief bibliography on cooperative learning.
- Student Teams in the Engineering Classroom and Beyond (University of Michigan, CRLT Occasional Paper 2011). This summary of the research covers topics such as designing effective team assignments, forming teams, and assessing student teams.
- Bibliography on Cooperative Learning, Group Work, and Teamwork (University of Michigan, CRLT) A comprehensive list of resources including: best practices, concepts, principles, techniques, groups dynamics, grading issues and more.
Active Learning for the College Classroom (Paulson and Faust, California State University, Los Angeles, 1998) This article presents a wide variety of active learning techniques that can increase student learning in a lecture course. Activities include listening, group, and writing exercises that foster student engagement.
Classroom Activities for Active Learning (Center for Faculty Excellence, University of North Carolina at Chapel Hill, 2009) Actively engaging students motivates deeper thinking about course content, brings additional energy to a classroom, and helps an instructor pin point problem areas. This article provides summaries of current practices and gives practical suggestions for implementing active learning in a variety of disciplines. Topics covered include: Questioning techniques, small groups, whole class involvement, and reading & writing exercises.
Does Active Learning Work? A Review of the Research (Prince, 2004) This study examines the evidence for the effectiveness of active learning. It provides a definition of active learning and explores the different types of active learning most frequently discussed in engineering education literature. Those outside of engineering will likewise find this source helpful in providing concise definitions, literature review, and valuable questions that will promote instructor’s understanding of active learning.
Students May Need Resources
Helpful links and resources faculty should know for their students