Teaching Strategy Resource Shelf

She Didn't Teach. We Had to Learn it Ourselves

Published Date:April 2, 2015

"She Didn't Teach. We Had to Learn it Ourselves"  A faculty member had received on her student ratings this comment: "This teacher should not be paid. We had to teach ourselves in this course." I remember another faculty member telling me about similar feedback, which was followed later with a comment about how the course "really made me think." Two possible reasons for these comments are students being overly dependent on the instructor for their learning and no rationale is provided for a specific assignment or action. This article shares ways in which to reach a balance between student and faculty goals.

Published Date: April 2, 2015


What’s an Empowered Student?

Published Date:April 2, 2015

What’s an Empowered Student? When students are empowered, they learn more and learn better. Some things that instructors can do are to provide accurate descriptions of those actions learners must take in order to succeed. Create authentic assignments and delineate the tasks and steps to achieve and support student efforts through coaching. In this article, Weimer provides more strategies

Published Date: April 2, 2015


Using Whole Class Feedback When Returning an Assignment or Exam

Published Date:March 11, 2015

Using Whole Class Feedback When Returning an Assignment or Exam. Whole class feedback … you know, when the teacher returns a set of papers or exams and talks to the entire class about its performance, or the debriefing part of an activity where the teacher comments on how students completed the task. Is it a good way to provide feedback? Do students pay any attention to feedback delivered in this way? Weimer describes a future-focused discussion where students identify what to do to improve, and what to stop doing.

Published Date: March 11, 2015


Four Key Questions about Grading

Published Date:March 11, 2015

Four Key Questions about Grading. There's an excellent article on grading in a recent issue of Cell Biology Education-Life Sciences Education. It offers a brief history of grading (it hasn’t been around for all that long), and then looks to the literature for answers to key questions. Does your grading system motivate your students? Does it help them to improve their learning? And… what kind of learning is being measured? Here are some thoughts to consider.

Published Date: March 11, 2015


How Diversity Makes Us Smarter

Published Date:February 26, 2015

How Diversity Makes Us Smarter. The first thing to acknowledge about diversity is that it can be difficult. Yet, the first thing to acknowledge is that good diversity, such as expertise, is beneficial, but even more so is social diversity, such as ethnicity, race, gender.  This article states that it is social diversity that promotes creativity, innovation, and higher cognitive action in our work environments and team projects. 

Published Date: February 26, 2015


The University of China at Illinois.

Published Date:February 26, 2015

The University of China at Illinois.  Did you know that UIUC has nearly 5000 students from China?  That’s more than any other U.S. University. Our Chinese students make up the largest group of international students on our campus, followed by South Korea and India.  Read this article from Inside Higher Ed, including interviews with Charles Tucker and Nicole Tami about how our students adapt.  To learn more about how to create a more supportive learning environment for a diverse student body, attend our Post Faculty Retreat Workshop Series (open to all graduate students and faculty).

Published Date: February 26, 2015