Teaching Resources

Assessment is the systematic process of collecting, evaluating, and using information to determine how well we are meeting our educational goals. Purposeful assessment efforts at all levels of the institution combined with use of results for improvement demonstrate our shared commitment to student learning. Assessment happens at several levels and addresses questions in broadening scope about student learning and the learning environment. Click here to learn more!

Clear articulation of an attendance policy, as well as its potential impacts on student grades, should be part of any course syllabus. This document offers points for consideration, as well as suggestions, for developing your own attendance policy. 

Explore the CTL staff's list of recommend teaching media. 

Passionate disagreement can become disrespectful. That’s when discussion can impair the ability to make arguments based on fact or to listen beyond individual preconceptions. Click here to learn more about Classroom Managment strategies and resources for managing disruptive behaviors.  

Explore resources that have been developed by colleagues from across campus to assist with remote teaching. 

Compassion, as a pedagogical approach, involves recognizing students as unique human beings and considers the classroom and its educational moment from a perspective other than one’s own. 

Whether designing a new course or preparing to adopt a standardized curriculum, you will find it helpful to begin by clearly defining what you expect your students to have learned by the end of your course, deciding how you will assess student learning, finding the right materials that address all of you and your students needs, deciding who you are as an instructor and even asking what attitudes you want students to develop as a result of your course, such as love of the field; a critical, questioning stance toward texts; or an appreciation of cultural differences. 

Students often identify enthusiasm—or being “passionate” about a subject—as being the distinguishing characteristic of a good professor. The correlation between an instructor’s enthusiasm and its effect on student engagement nearly forms an axiom: students become increasingly engaged with a course and its material to the degree that a faculty member is engaged and enthused by the subject matter. Click here to learn more!

Explore strategies for improving attendance and a welcoming learning classroom environment from the first day/week and beyond. You will also find a few asynchronous online strategies and ideas. 

Our experiences during the COVID-19 global pandemic have taught us that we may need to be more flexible with our class activites – and this may persist after the pandemic subsides. Click here to learn more about academic technologies suitable for achieving specific teaching aims via a mix of modalities (synchronous and asynchronous course delivery).

View the list of teaching grants and awards offered by entities across CU Boulder and the University of Colorado System. 

Bryan Dewsbury defines inclusive pedagogy as “a philosophy of teaching that provides equal opportunities for all students to have a successful learning experience.” In order to develop this philosophy, one must accept the responsibility to fully understand the classroom experience of all students. We invite you to explore suggestions as powerful teaching practices that can open doors for underserved students to access your course and feel a sense of belonging in your classroom. 

Ever wonder how you can motivate your learners? Have you ever thought deeper about the question, can we actually motivate others? Or is it that we can create the conditions to better enhance motivation in others? Let’s begin with what motivation really is.

Making Teaching and Learning Visible (MTLV) was a community of practice run from 2016 to 2021 in which faculty redesigned a selected course. We invite you to explore redesigns and solutions faculty found from across the disciplines that address a variety of teaching challenges. 

CU Boulder is an institutional member of the National Center for Faculty Development and Diversity (NCFDD) which provides access to resources of general interest to faculty, postdocs and graduate students.

Open education has been described as a movement and philosophy, and is situated among open initiatives including open science, open access, open government, and open data. It strives to leverage the power of sharing in support of knowledge and learning as a public good. Click here to learn more! 

The Center for Teaching & Learning has developed a Teaching Assistant/Instructor Letter of Agreement which aligns with the Graduate School’s Advising Agreement and is based on the work of several departments who paved the way with their own agreements.

Implementing technology in your classroom does not automatically improve student learning. Tools you choose to use should align with learning objectives and contribute to your course goals. The CU Boulder Office of Information Technology (OIT) supports a robust suite of teaching and learning applications. Explore resources that outline evidence- and experienced-based methods for teaching well with CU-supported technologies.