» Videos on effective use of clickers and group work at the Video page
» Information on promoting student engagement and buy-in at the Framing Project page
Preclass-Reading Assignments; Why they may be the most important homework for your students.
We usually think of homework as a task, such as a problem set, in which students apply what they have learned in class. But homework can prepare students to learn in future classes. Here we discuss the benefits of pre-reading assignments, report on what students think about pre-reading, and give tips on how best to implement pre-reading assignments to make them effective. (2 pages). Written by CW-SEI.
Assessments That Support Student Learning
2-page summary of key points and factors from the review paper “Conditions Under Which Assessment Supports Student Learning,” including CWSEI suggestions on implementing good assessment and feedback without spending excessive time marking.
How to Prepare Better Multiple-Choice Test Items: Guidelines for University Faculty
An excellent guide for the creation of good multiple choice test questions, including discussion about when and how multiple choice tests are best used and avoiding common flaws. (Brigham Young University Testing Center)
Rubric for evaluating student presentations
Rubric for peer evaluation of students' "News Reports" presentations in EOSC 310, prepared by Sara Harris in Earth and Ocean Sciences with input from many others.
A 2-pager on promoting course alignment by developing a suite of questions targeting a learning goal that can be used in different settings to measure student learning. Prepared by Françoise Bentley and Teresa Foley, Integrative Physiology Dept., University of Colorado-Boulder.
WSU Critical and Integrative Thinking Rubric
An excellent guide developed at Washington State University for rating critical and integrative thinking.
A 2-pager on how to motivate students to engage in course material and activities.
Creating and implementing in-class activities
A 2-pager on using activities as part of a lecture period, including how to get students motivated and logistical suggestions.
Basic instructor habits to keep students engaged
A 2-pager by Carl Wieman with tips on keeping students engaged in the classroom, particularly in large lecture theatres
What all instructors should know
prepared by UBC CWSEI
What Not To Do; Practices that should be avoided when implementing active learning
We and others have written about how to implement active learning in the university classroom, but we have noticed some practices by well-meaning instructors that we feel should be avoided. (2 pages)
First Day of Class
Recommendations for Instructors on establishing the course environment and student buy-in early in the Term in courses using interactive techniques. (updated July 2009)
Group Work in Educational Settings
A short description of different approaches to student group work and their benefits, requirements, and implementation logistics, prepared by CU-SEI and UBC-CWSEI staff & associates.
Teaching Expert Thinking
A guide for using invention activities to develop expert thinking (prepared by Wendy Adams and Carl Wieman, CU-SEI and UBC-CWSEI, and Dan Schwartz, Stanford School of Education). Materials on Invention Activities can be found HERE.
Clicker Resource Guide
An instructor's guide to the effective use of personal response systems ("clickers") in teaching, prepared by CU-SEI and UBC-CWSEI staff & associates. (updated June 2009)
Classroom Response System ("Clickers") Bibliography (Vanderbilt Center for Teaching)
A very extensive bibliography on clicker use and research (with links to digitally available papers).
Thought Questions: A New Approach to Using Clickers
A 2-pager on a different way to use clickers: the question is open-ended and the voting is on whether the students agree or disagree with other students’ answer and rationale. Prepared by Teresa Foley and Pei-San Tsai, Integrative Physiology Dept., University of Colorado-Boulder.
More on clickers at the UBC Clickers page (at our sister institution, but jointly developed with CU).
Learning Goals/Objectives Examples
Good examples of learning goals: developed by departments involved in the Science Education Initiatives at UBC and the University of Colorado.
Learning Goals - Computer Science
Learning goals developed for 5 UBC Computer Science courses.
Considering the Student Perspective: Factors that Undergraduates Perceive as Influential to their Academic Performance in Science
A 2-page summary based on research conducted by Ashely Welsh for her Master's Thesis (includes recommendations for faculty)
Study skills development: How to Get the Most Out of Studying - Video series
by Professor Stephen L. Chew, a cognitive psychologist at Samford University
This is a very good resource for undergraduate students and instructors that discusses common misconceptions about learning and how to study effectively. This is a series of 5 videos, each about 7 minutes.
Study skills development: Improving Classroom Performance by Challenging Student Misconceptions About Learning
by Professor Stephen L. Chew, a cognitive psychologist at Samford University, Association for Psychological Science April 2010 (V. 23, No. 4, item 14)
A nice short article that discusses many of the points made in his video series How to Get the Most Out of Studying (above).