Strategies

Course Design

A successful course depends on the planning that precedes it. The articles and links in this section serve as planning guides for both faculty and GSIs. They provide instructions for developing a new or existing course and for creating a syllabus.

Preparing a Course, from Teaching @ Ohio State: A Teaching Handbook

Chapter VI of the OSU Teaching Handbook focuses on the planning that precedes the course, including sections about course content, course goals, and structuring an effective course.

Course Design (University of Pittsburgh)

In TA Handbook: The Teaching Assistant Experience, the Center for Instructional Development & Distance Education offers some guidance on teaching a class for the first time. Topics discussed include how to structure a course, write a syllabus, take advantage of online course software, and present a lecture.

Radical Course Revision: A Case Study (Stout, 2001, The National Teaching & Learning Forum) Read more »

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Problem-Based Learning

Problem-based learning (PBL) is both a teaching method and an approach to the curriculum. It consists of carefully designed problems that challenge students to use problem solving techniques, self-directed learning strategies, team participation skills, and disciplinary knowledge. The articles and links in this section describe the characteristics and objectives of PBL and the process for using PBL. There is also a list of printed and web resources.

Problem-Based Learning Network (Illinois Mathematics and Science Academy)

Site includes an interactive PBL Model, Professional Development links, and video vingnettes to illustrate how to effectively use problem-based learning in the classroom. The goals of IMSA's PBLNetwork are to mentor educators in all disciplines, to explore problem-based learning strategies, and to connect PBL educators to one another.

Problem-Based Learning: An Introduction (Rhem, 1998, National Teaching and Learning Forum)

This piece summarizes the benefits of using problem-based learning, its historical origins, and the faculty/student roles in PBL. Overall, this is an easy to read introduction to problem-based learning.

Problem-Based Learning (Stanford University, 2001) Read more »

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Strategies for Online Teaching

Online teaching is increasingly common at many types of higher education institutions, ranging from hybrid courses that offer a combination of in-person and online instruction, to fully online experiences and distance learning. The following resources provide guidelines for creating an online course, best practices for teaching online, and strategies for assessing the quality of online education.

CRLT Occasional Paper #18: Online Teaching (Zhu, Dezure, & Payette, 2003)
This paper explores key questions to consider when planning an online course and provides guidelines for effective instructional practices.

Designing Good Questions for Online Discussions (Penn State)
Excellent source for learning how to use questions more effectively to facilitate critical thinking and to focus, redirect, and deepen discussions. Read more »

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Midterm Student Feedback (MSF) & Small Group Instructional Diagnosis (SGID)

Formative evaluation can help instructors to make improvements, recognize strengths to amplify, and identify problems to remedy. The resources in this section focus on two evaluation methods: Midterm Student Feedback (MSF) and Small Group Instructional Diagnosis (SGID).

Midterm Student Feedback Service at CRLT

Small Group Instructional Diagnosis (Creed, 1997)

A model for consulting with faculty to assist in strengthening their teaching (sometimes called Midterm Class Interview). Includes full instructions for preparing for and conducting the diagnosis, as well as downloadable feedback and evaluation forms.

Related topics under teaching strategies:

Formative and Summative Evaluation
 

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Teaching Strategies: Motivating Students

Instructors who understand student motivation can greatly enhance the classroom experience and student performance. The articles and links in this section discuss research findings on student motivation and techniques for motivating students.

Teaching FAQs: Motivating Students
Fifteen tips on motivating students from the Teaching Effectiveness Program at the University of Oregon.

IDEA Paper #40: Getting Students to Read: Fourteen Tips (IDEA Center. Hobson, 2004)
Strategies for motivating students to read course materials; includes Bean’s Student Reading Problem/Solution List as an appendix.

IDEA Paper #41: Student Goal Orientation, Motivation, and Learning (IDEA Center, Svinicki, 2005)
Teachers can affect student motivation in ways that either facilitate or impede learning. This paper describes why this is so, and offers specific suggestions for promoting positive student motivation. Read more »

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