Learning how to learn (Kassoy)

The author makes a clear case that the baseline desired outcome of higher education to learn how to learn. See the white paper

Formative Assessment Through Protocol-Based Observations (Martin, et al.)

The authors propose a new set of methods to emphasize the value of using valid and authentic methods of peer review of teaching while encouraging data-driven professional development and revision of teaching. They put forward the adoption of technology that enables collection of teaching and student engagement data in the...

Evaluating teaching in a scholarly manner: A model and call for an evidence-based, departmentally-defined approach to enhance teaching evaluation for CU Boulder (Finkelstein, et al.)

The authors outline a framework for support and assessment of teaching quality grounded in the scholarship of higher education in order to advance individual educational efforts and support the alignment of campus resources to enhance education. See the white paper

The Future of Large Lecture Spaces (Fell, et al.)

Using data from surveys conducted by OIT’s Academic Technology Design Team and the A&S Support of Education Through Technology (ASSETT) program, the authors outline the challenges of large lecture spaces on campus and offer some possible solutions from peer universities to the problems they present. See the white paper

Academic Futures: Interdisciplinary Graduate Education (Sumner, et al.)

The authors outline six attributes of a model for an effective interdisciplinary model of graduate education. See the white paper

Teaching and Learning Center Academic Futures White Paper (Kuskin and Learning Center Committee Members)

Oct. 26, 2017

The authors offer an initial vision and principles for a campus-wide teaching and learning center that would connect pre-existing and new teaching and learning services.

Teaching Standards to Engineers (Krechmer)

As the Internet has become more important to all of society, more people recognize the importance of standardization. The paper focuses on the training that technical experts (engineers) need in standards and standardization.

Story Lab: A White Paper for the Academic Futures Committee (Gerland)

The author proposes a set of first-year, interdisciplinary “story lab” courses in which students study particular stories as models for generating their own stories and chart their own transformations.

Effect of Learning-by-Teaching in a Flipped Classroom (Li et al.)

The authors propose adding a learn-by-teaching activity (generation effect) to help a course take full advantage of what flipped classrooms have to offer.