Resources

Looking for Clemson-specific teaching resources, such as the Teaching Guide or Syllabus Templates? Go to the ClemsonTeaching page!

OTEI Resources:
The following tools can help you design a course:

Bloom's Verbs
Use this list (link) of verbs to write student learning outcomes according to the revised Bloom’s Taxonomy.

7 E's Template
An Instructional Model Template (7 E’s) for unit or lesson planning.

External Resources:

A quick guide to the "understanding by design" process.

OTEI Resources:

This Learning Focused Assignment Guide can guide your assignment design and redesign, for a more transparent, learning-centered assessment.

This pdf provides reflection activities for different purposes (deeper learning, improved student self-reflection, critical thinking.

External Resources:

Assessment of Student Learning Gains
Known as the FLAG site, it summarizes research done at several major universities on assessing students learning gains and the most effective methods, as perceived by students. The site gives access to a broad collection of classroom assessment techniques for science, mathematics, engineering and technology courses.

Constructing Written Test Questions
The National Board of Medical Examiners wrote this 181-page guide for faculty in the basic and clinical sciences but its good advice applies to all disciplines. It includes these topics, among others: sampling, psychometric considerations, multiple-choice items, matching items, true-false items, one-best-answer items, technical flaws in items, "irrelevant difficulty" and imprecise terms.

OTEI Resources:

Tips for the First Day of Class (PDF)
A “how to”page with ideas for starting off your class.

A quick start guide to teaching a class session or lab (PDF)
A visual one-pager for easy reference.

An Introduction to Learner-Centered Teaching (PDF)

Reflection Activities for Multiple Purposes (PDF)
This page lists sample activities to get students to explore their thinking, to react to experiences, and to examine their own learning habits.

A set of suggested teaching strategies to accompany the "top 10" evidence-based teaching strategies.

External Resources:

See this Faculty Focus archive page for short articles on managing a college class. target="_blank">Class Management.

More Resources Coming Soon

OTEI Resources:
External Resources:
Clemson Library Resources (ebook online)

Maier, M. H., & Simkins, S. (2010). Just-in-time Teaching: Across the Disciplines, Across the Academy.

http://libcat.clemson.edu:80/record=b2948279~S1 The JiTT pedagogy "develop[s] an intentional, direct linkage between in-class and out-of-class activities via preparatory web-based assignments—originally called “warmups” or “pref lights” ... but now commonly referred to as “JiTT exercises” or simply “JiTTs”—that generally require students to read, view, or do something and answer related questions." The feedback from online submissions assists the instructor in directing the class session's focus and involving students more fully.
OTEI Resources:

Overview and Perspectives on Teaching as Research (PDF), a presentation to faculty, spring 2018.

Teaching as Research Worksheet which offers prompts to structure a plan for research.

External Resources:

eBook on Scales of Measurement for use in SoTL Studies
https://teachpsych.org/Resources/Documents/ebooks/compscalesstl.pdf

List of Journals on College Teaching
https://cetl.kennesaw.edu/teaching-journals-directory

List of SoTL Publication Outlets
https://sotl.illinoisstate.edu/scholarship/publication_outlets/

"Where can my SoTL be published?"
https://illinoisstateuniversitysotl.wordpress.com/2017/02/13/where-can-my-sotl-be-published/

List of Teaching Conferences
https://cetl.kennesaw.edu/teaching-conferences-directory

Literature Review on Defining and Supporting SoTL
https://repository.uwl.ac.uk/id/eprint/2066/1/literature_review.pdf from the Higher Education Academy

Society for the Scholarship of Teaching and Learning (ISSOTL)
https://www.issotl.com

The Research Ethics Board User Guide on SoTL Research from Dalhousie University
https://sites.google.com/view/sotl-user-guide

OTEI and External Resources:

Faculty can used evidence-based guides, rubrics, and other materials to inform and to self-assess elements of their course. OTEI has created or is providing the following resources for self-and-peer evaluation:

  • Learning-Focused Assignment Guide. This holistic guide can help you assess the alignment, transparency, and inclusivity of your assignments, in terms of development, use, and revision of assignments.
  • Learning-Focused Assignment Rubric.This rubric preceded the creation of the assignment guide and uses a point-scoring system. From the Universities of Virginia and George Mason.
  • Learning-Focused Test Guide.This guide helps you assess the alignment, transparency, and inclusivity of your tests, both development and deployment.
  • Test Blueprint Guide.This guide walks you through the process of creating a simple blueprint to evaluate your test questions and check on alignment with learning outcomes.
  • Diversity & Inclusion Syllabus Statements.This resource lists a series of examples of statements from various institutions, compiled by the Clemson Faculty Learning Community “Dive In”.
  • Faculty may also self-evaluate teaching practices and course materials with regards to diversity and inclusion, using the resources on the OTEI Diversity, Equity and Inclusion page.
  • A Guide to Assessing the Focus of Syllabi.This article provides an overview and instructions for using a “valid and reliable syllabus rubric” from the University of Virginia. Faculty can also visit the OTEI website for a current version of the CU Syllabus Template (“the Student-Centered Undergraduate Syllabus Template” and others) at the Clemson Teaching page.
  • An Introduction to Learning-Focused Assignment Design. This open-enrollment course in Clemson’s Canvas explains how to create a signature assignment, leads participants through the uses of the assignment guide, and provides multiple examples of self-evaluations using the guide. Visit Canvas and browse for the course title.

 

Faculty peers and administrators play an essential role in evaluating teaching through class observations. The following guide and sample peer observation forms (from Clemson and from other institutions) can orient you to the role of the observer in doing a peer observation of teaching.

OTEI Resources:
External Resources:

Download Reaching Students What Research Says About Effective Instruction in Undergraduate Science and Engineering (2015) (PDF)

Download The Integration of the Humanities and Arts with Sciences, Engineering, and Medicine in Higher Education Branches from the Same Tree (2018)(PDF)

Faculty Focus Blog
Through its free e-newsletter and dedicated website, Faculty Focus publishes articles on effective teaching strategies for the college classroom — face-to-face, online, blended, or flipped. It’s also home to The Teaching Professor Blog, written by Maryellen Weimer, PhD

How People Learn (PDF)

MERLOT
MERLOT, the Multimedia Educational Resource for Learning and Online Teaching, is a vast, open resource for faculty and students in higher education. It contains an ever-growing database of online learning materials, peer reviews of materials and assignments in just about every academic and professional field of study.

MIT OpenCourseWare
Almost 1,000 of MIT's courses are accessible here at no charge, including all course materials used.

TEACHING IN HIGHER ED PODCAST : Faculty Development for Professors
This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.

Teaching Learning Technology Group (TiLT)
Showcases an assortment of technological applications to enhance student learning and development.

Tomorrow's Professor
You are invited to subscribe to these 1,000-2,000 word postings on higher education sent electronically twice a week to over 25,000 subscribers in over 650 academic institutions in over 100 countries.

The goals of the mailing list ("desk-top faculty development, one hundred times per year") are to provide:
* provocative and practical material on current issues and problems in higher education, 
* insights on how to prepare for, find and succeed at academic careers in higher education,
* a forum for a contemporary ideas on ways to improve teaching and learning.

Postings fall into one of five categories: (1) Tomorrow's Academy; (2) Tomorrow's Graduate Students and Postdocs; (3) Tomorrow's Academic Careers; (4) Tomorrow's Teaching and Learning; (5) Tomorrow's Research.

An archive of all past postings (with a two-week delay) can be found at: https://mailman.stanford.edu/mailman/private/tomorrows-professor/

External Resources:

AAPT Physical Science Resources
The Physical Science Resource Center of the American Association of Physics Teachers (AAPT).

Association for Biological Laboratory Education (ABLE)
ABLE was founded to promote information exchange among university and college educators actively concerned with teaching biology in a laboratory setting, improving the undergraduate biology laboratory experience by promoting the development and dissemination of interesting, innovative and reliable laboratory exercises. Each workshop/conference brings together a group of selected presenters with about 140 participants from university and college biology departments throughout Canada and the U.S.

International Association of Medical Science Educators (IAMSE)
IAMSE had its beginning years ago as part of the Association of American Medical Schools (AAMC) annual meeting. Its goal is to advance medical education through faculty development and to ensure that the teaching and learning of medicine continues to be firmly grounded in science.

Physics Demonstrations
This free-access site houses hundreds of interactive online simulations that demonstrate key physics principles. Created by the University of Colorado at Boulder’s Department of Physics Education, it features colorful, student-oriented experiments on over 100 different topics including Conservation of Energy, Motion, Work, Energy and Power, Sounds and Waves, Microwaves, Thermodynamics, Electricity, Magnets, Circuits, Light, Radiation, Quantum Phenomena, Torque, and Physical Chemistry.

Physport: Supporting Physics Education
PhysPort supports physics faculty in implementing research-based teaching practices in their classrooms, by providing expert recommendations about teaching methods, assessment, and results from physics education research (PER). this site provides teaching guides, assessment guides, and expert recommendations.

Resources in Engineering and Science Education
Richard Felder is the Hoechst Celanese Professor of Chemical Engineering at North Carolina State University. Dr. Felder's papers and workshops focus primarily on active and cooperative learning and other instructional methods designed to reach a variety of learning styles.

Teaching Philosophy 101
This site, developed at by philosophy professor John Immerwahr at Villanova University, focuses on designing introductory philosophy courses, although the materials and strategies it provides are useful across many disciplines. Its organization follows the typical thinking process involved in preparing to teach a course, beginning with the obstacles and challenges, then the planning and design, then the composition of the syllabus, and onto the lectures and discussions, the assigning readings and the tests and written assignments. The website materials are brief and succinct but include references to in-depth resources.