Teaching Strategy Resource Shelf

Constructing Fair and Appropriate Final Exams

Published Date:December 5, 2013

Constructing Fair and Appropriate Final Exams. A common student complaint is that final exams do not always test the kinds of knowledge asked for in homework or quizzes or presented in lectures. The worst final exams can seem unfocused, determined to test everything, or random things. The best final exams are learning moments and are aligned with learning goals presented in your syllabus.  Here are some ways from the Berkeley teaching center to review the final exam you created.

Published Date: December 5, 2013


The Final Class Sessions: Providing Closure

Published Date:December 5, 2013

The Final Class Sessions: Providing Closure. The end of the semester can be stressful for instructors as well as students. If you have a few minutes in this last session, take the opportunity for all to reflect about where the students started and how much they have learned. Here are some tips from the University of Minnesota. Click here to read the strategies.

Published Date: December 5, 2013


Helping Students Discover the Value of a Good Set of Notes

Published Date:October 24, 2013

Helping Students Discover the Value of a Good Set of Notes. Students benefit from taking and having a good set of notes, even though many of them don’t see the value, don’t take good notes, and like it best when they can copy word-for-word what the teacher says or has on the PowerPoint slides. This article by Weimer offers a range of activities teachers can use to help students discover what a good set of notes enables them to do.

Published Date: October 24, 2013


Research-Based Strategies to Promote Academic Integrity

Published Date:October 24, 2013

Research-Based Strategies to Promote Academic Integrity. Our campus, like many others, has a definition of academic integrity and outlines what academic integrity infractions are. But is this enough to prevent cheating? Michele DiPietro writes that it is important to understand the motivation for student cheating and implement strategies that promote academic integrity. Click here for the article.

Published Date: October 24, 2013


Too Many Papers to Grade? Two Solutions

Published Date:October 10, 2013

Too Many Papers to Grade? Two Solutions. Many of us have writing assignments as part of the course grade. Writing well takes practice and many drafts, which we strongly encourage or even require.  We know that more drafts from our students means more grading for us. An article from Faculty Focus offers two solutions to reduce the amount of grading while encouraging our students to put their best efforts in their drafts.

Published Date: October 10, 2013


Understanding Student Writing – Where is the Main Idea?

Published Date:October 10, 2013

Understanding Student Writing – Where is the Main Idea? Imagine that you’re grading a stack of student papers and, somewhere mid-stack, find yourself stopped, stuck, as you try to figure out a student’s idea. You’re pretty sure the student has one, maybe even a good one, but the writing is muddled and you don’t know how to begin. Recognizing the “expert (instructor)-novice (student) distinction” can provide some insights on how to help your students. Click here to learn more.

Published Date: October 10, 2013