Research to practice
Tried and true teaching tips
“Teaching, at its best, shapes both research and practice. In the end, inspired teaching keeps the flame of scholarship alive. Almost all successful academics give credit to creative teachers-those mentors who defined their work so compellingly that it became for them, a lifetime challenge. Without the teaching function, the continuity of knowledge will be broken and the store of human knowledge dangerously diminished.” E. L. Boyer (1990)
Active learning- Active learning article (PDF) that briefly describes what active learning is and how to implement it in your classroom. Published by the University of California, Davis.
- National Center for Case Study Teaching in Science, University of Buffalo.
- Cooperative Learning Center, University of Minnesota, Roger & David Johnson
- Cooperative Learning/Cooperative Grading by Marji Lindner, Graduate Student Associate, TRC and Department of Psychology, University of Virginia (February 1992)
- A Method for Grading Essays in Any Course by Candace Caraco, Department of English, University of Virginia (Fall 1996)
- Responding to Student Writing by Stella Deen, PhD, Department of English, University of Virginia (November 1995)
- Writing a Group Paper by Karen E. Young, CLAS, University of Virginia (April 1993)
- Writing in College: A Short Guide to College Writing. Written for students. Williams, J. M. & McEnerney, L.
- The Critical Thinking Source, at the Center for Teaching and Learning Services at the University of Minnesota, is aimed at helping instructors help their students become better at critical thinking. The site includes “Essential Points,” an annotated bibliography, and an annotated list of other resources available on the web.
- Promoting Students' Intellectual Growth by Marva A. Barnett, Director, TRC and Department of French, University of Virginia (Fall 2000)
- Tools for Teaching: Encouraging Student Participation in Discussion (Jossey Bass 1993), has a long list of tips and tools.
- What Makes a Discussion Section Productive? by Jann Lacoss, Faculty Consultant, TRC and Department of Slavic Languages and Literatures and Jennifer Chylack, Graduate Student Associate, TRC and Department of English, University of Virginia. Fall 1998.
- The Teaching Large Courses Project was funded by the Australian Universities Teaching Committee (AUTC), a national body aimed at improving teaching and learning in Australian universities, through the identification of emerging issues in teaching and learning, supporting the identification of effective strategies for enhancing learning, and encouraging the dissemination and adoption of these methods across the Australian university sector. It is a very impressive and professional site with a wide array of resources, including a scholarly literature review, cases, best practices and links.
- Designing Smart Lectures is an on-line tutorial offered by the Center for Teaching and Learning Services at the University of Minnesota.
- Improving Instructor’s Speaking Skills (PDF), Idea Papers No. 24. Center for Faculty Evaluation and Development, Kansas State University.
- Improving Lecturing (PDF), Idea Papers No. 14. Center for Faculty Evaluation and Development, Kansas State University.
- Maximizing Student Learning Through Effective Note-Giving by James A. Smith, Cavaliers’ Distinguished Teaching Professor (2000-2002), Department of Civil Engineering, University of Virginia (Spring 2005)
- Twenty ways to make lectures more participatory is provided by the Derek Bok Center for Teaching and Learning, Harvard University.
- What Constitutes a Good Lecture? by Jann Lacoss, Faculty Consultant, TRC and Departments of Slavic Languages and Literatures and Jennifer Chylack, Graduate Student Associate, TRC and Department of English, University of Virginia (Fall 1998)
- The Center for Problem Based Learning, Samford University. Provides information concerning the background, process and evaluation of problem based learning.
Archive
- Coming soon
- ©2007 Teaching Resource Center | About Us | Contact Us
