Managing large online classes

With strategic course design, it is possible in large classes to provide a strong instructor presence, give expert-level feedback on subjective assignments, and maintain a quality learning experience for students.

Trauma-informed practices for finals

For some of us, the COVID-19 pandemic is one of the deepest experiences of trauma we’ve had. Trauma can be defined as “any experience in which a person’s internal resources are not adequate to cope with external stressors” (Hoch et al., 2015). Between the pandemic, a...

Demystifying trauma-informed teaching

When students enter the classroom, they come with a backpack of experiences – some positive and some not so positive. Trauma-informed teaching helps us recognize the societal, systemic and family impacts on students, including various forms of societal oppression...

Building community in a virtual world

There is a common misconception that it’s harder for students to feel connected when they can’t meet in person, or that distance-based learning is inherently less impactful for students. Although this may apply in some cases, it’s up to the instructor or facilitator...

Where to find inspiration for course design

Course Showcase  We can learn a lot from each other.   You may be curious to see what other faculty are doing in their online class, like how they are organizing content and managing activities. Touring other courses can be a great way to get inspired about creating...

Fostering engagement in online discussion

Creating active discussions in a course can be challenging. In times of COVID-19, fostering that space for community exploration and making connections between content and the current world can become the anchor that keeps the momentum.

Open resources for accessibility

Accessibility is a topic appearing in mainstream conversation with increasing frequency. When it comes to making course materials inclusive and accessible, there are a variety of open tools available.

Cancel your final

Give everyone a break from the stress of traditional finals and infuse a new sense of purpose in your final assessment with these suggestions for alternative final assessments.

GER outcomes in your syllabus

General Education Requirements (GER) for baccalaureate degrees describe required courses that students must complete in order to achieve a bachelor’s degree. Here at UAF, GERs provide a common set of learning experiences for students and have outcomes that...

Try inclusive class agendas

An agenda creates transparency and welcomes inclusion in the classroom. If these are qualities you strive for in your teaching, consider these principles for creating open, inclusive class agendas.

Get students in the lab early

The early immersion approach gets students involved in the research process as early as possible. Students are able to conceptualize, design, conduct and disseminate research faster when included from the beginning.

What does innovation in the classroom actually mean?

We tend to think of innovation as the creation of something brand new that completely revolutionizes the way we do or think of something but it can also be thought of as putting ideas into practice. When we think of innovation in these terms, it is easy to see how stepping back, re-thinking and trying something new can lead to discovery.

Animate your course banner

The GIF format is ideal for creating animated images and they are commonly used to propagate memes, grab attention, succinctly explain a step-by-step process and otherwise communicate visual information quickly. We see them in news articles, our social media feeds and even in instruction. Is a GIF an element you would consider incorporating into the banner image of your online course?

Integrating disciplines to help students succeed

Two recent studies from the National Association of Colleges and Employers and the National Academy of Sciences highlight the need to address a more integrative curricular approach to improve competencies desired by employers. In this Teaching Tip, we take a brief look at these two reports and invite faculty to join the discussion on how integration of scientific, technical and liberal arts fields can work to enhance post-graduation success.

Students and learning in the “open’

Turning your course open with Open Education resources, practices, and pedagogy can have profound impacts on how students relate to the materials, to you, to their learning and their positioning relative to that learning. Ready to get started?