Teaching & Learning Resources
Sources for print and digital resources on teaching and learning for faculty members. Including articles, workshop handouts, links, and online seminars that are remotely accessible via the Daemen website.
Teaching and Learning Centers at Other Institutions
Carnegie Mellon (Eberly Center for Teaching Excellence)
This site provides a set of principles of learning and teaching based on current research, concrete steps for course design, and strategies for dealing with common teaching problems (student prerequisite skills, poor attendance, participation, etc.)
Michigan State University (Office of Faculty & Organizational Development)
This sites provides searchable online instructional resources for just about any teaching topic you can imagine.
University of Michigan (Center for Research on Teaching and Learning)
This site focuses heavily on research on learning and instruction, and also features a section on multicultural teaching.
University of California, Berkeley (Office of Educational Development)
This site provides organized teaching materials, downloadable publications, and a video library of faculty teaching across the disciplines.
Carleton College (Perlman Center for Learning and Teaching)
This site features a “teaching activity” collection with examples of assignments and learning experiences from courses in various majors.
Harvard University (Derek Bok Center for Teaching and Learning)
The “resources and advice” section includes links to teaching and learning articles, video examples of active lecture techniques, and a section on research based teaching.
Cornell University (Center for Learning and Teaching)
See “publications and presentations” for teaching and learning workshop materials from faculty representing a wide variety of disciplines and teaching topics.
University of Iowa (Center for Teaching)
See the “teaching materials” section under Resources.
Other Helpful Sites for Teaching and Learning
Learner Centered Teaching
The largest resource for learner centered teaching on the web. Terry Doyle, the site's creater, was the keynote speaker at the Daemen College 2013 Learning & Teaching Symposium.
The IDEA Center
Visit the collection of short (2-3 page) papers on learning and teaching, and longer (10-20) research papers on best practices in instruction, assessment, and more. You can also paper copies of some Idea Papers in the Experimental Classroom.
The Carnegie Foundation for the Advancement of Teaching
Carnegie projects include the Scholarship of Teaching and Learning, efforts to enhance developmental math, assessing teaching in K-12 and higher education, and much more.
This website is described as a “one-stop resource for educators across the curriculum...especially those who want to empower their students to become active, responsible, and successful learners.”
DePaul University - Rubric Banks
Rather than creating rubrics from scratch, it may be preferable to use or adapt an existing rubric. This website provides a large collection of rubrics.
20-Minute Mentor Videos
(must be signed into MyDaemen to view videos)
How Do I Assign Students to Groups?
In this 20-minute video, you will learn:
- The benefits of group work for learning course materials.
- How to differentiate between formal and informal groups.
- How to follow a decision tree to decide on group composition, number of group members, and group grading policies.
How Do I Get More Students to Participate in Class?
In this 20-minute video, you will learn to:
- Better encourage students who rarely participate to speak more often.
- Provide other participation opportunities, such as brief written exercises or small group discussion, to help generate contributions.
- Move beyond seeing reluctant participators as a problem.
- Limit the participation of student who speaks too often.
- Find something positive to say about a first-time contribution.
How Do I Get Students to Read Their Assignments Before Class?
In this 20-minute video, you will learn to :
- Motivate students constructively to come to class prepared.
- Create and adopt consequences for students who come to class unprepared.
- Convey to students the value of having read the assigned text.
- Communicate to students that they are responsible for reading the assigned material.