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class="et_pb_section et_pb_section_0 ctl-breadcrumb et_pb_with_background et_section_regular" > <div class="et_pb_row et_pb_row_0"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_0 et_pb_css_mix_blend_mode_passthrough et-last-child"> <div class="et_pb_module et_pb_dcsbcm_divi_breadcrumbs_module et_pb_dcsbcm_divi_breadcrumbs_module_0"> <div class="et_pb_module_inner"> <ol class="dcsbcm_divi_breadcrumbs" vocab="http://schema.org/" typeof="BreadcrumbList"><li class="dcsbcm_divi_breadcrumb" property="itemListElement" typeof="ListItem"><a property="item" typeof="WebPage" href="http://ctl.columbia.edu/resources-and-technology/"><span property="name">Resources and Technology</span></a><meta property="position" content="2"></li><span class="dcsbcm_separator"> » </span><span class="dcsbcm_divi_breadcrumb dcsbcm_divi_breadcrumb-active">Resources and Guides</span></ol> </div> </div> </div> </div> </div><div class="et_pb_section et_pb_section_1 et_section_specialty" > <div class="et_pb_row"> <div class="et_pb_column et_pb_column_3_4 et_pb_column_1 et_pb_specialty_column et_pb_css_mix_blend_mode_passthrough"> <div id="teachingtips" class="et_pb_row_inner et_pb_row_inner_0"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_0 et-last-child"> <div id="resources" class="et_pb_module et_pb_text et_pb_text_0 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h1>Resources and Guides</h1> <p>Looking for on-demand resources, tips and strategies? The CTL is developing a repository of resources and courses on inclusive teaching practices, teaching with technology, and other teaching and learning topics. Browse the links below to find teaching and learning resources to support your needs and interests.</p> <h3> </h3> <h3>On this page:</h3> <ul> <li><a href="#inclusive-teaching">Inclusive Teaching</a></li> <li><a href="#resources-guides">Teaching Resources and Guides</a></li> <li><a href="#courses">Online Courses</a></li> </ul></div> </div><div class="et_pb_module et_pb_divider et_pb_divider_0 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div id="teachingtips" class="et_pb_module et_pb_text et_pb_text_1 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><a name="inclusive-teaching"></a></p> <h2>Inclusive Teaching</h2></div> </div><div class="et_pb_module et_pb_text et_pb_text_2 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/accessibility/">Accessibility in Teaching and Learning</a></span></h3> <p>This resource provides instructors with an overview of accessibility in teaching and learning and general “getting started” strategies for making learning resources, tools, experiences, and opportunities accessible to all learners.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_3 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-clinical/"><span style="text-decoration: underline;">Applying Inclusive Teaching Principles to Clinical Education</span></a></h3> <p>Educators working in the clinical environment face unique challenges when implementing inclusive teaching practices. This resource is intended to support clinical educators in applying the five research-based principles of inclusive teaching, described in the CTL’s <em>Guide for Inclusive Teaching at Columbia</em>, to the clinical setting.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_4 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/high-trust-low-stress/"><span style="text-decoration: underline;">Creating a High Trust, Low Stress Class Environment</span></a></h3> <p>For students to do their best learning, and to support a classroom environment that is inclusive for all learners, it’s important for instructors to create a high trust, low stress environment (Hammond, 2019). The following resource offers several strategies that instructors can leverage throughout the semester to help foster a high trust, low stress environment with students.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_5 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/designing-inclusive-syllabus/">Designing an Inclusive Syllabus</a></span></h3> <p>This resource is intended to provide a starting point for instructors designing inclusive syllabi. Explore general strategies for inclusive syllabus design, dive deeper into specific syllabus elements, and reflect your current syllabus and re-imagine it with a focus on inclusivity.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_6 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/accessible-courseworks/">Four Ways to Make Your CourseWorks Site More Accessible</a></span></h3> <p>Accessibility is a core element of inclusive teaching. It requires being responsive to the needs of our students and intentionally designing our courses to remove barriers to learning. This resource is designed to introduce ways to make your CourseWorks site more accessible. It includes course design tips to help you get started on increasing accessibility in your CourseWorks site and highlights a tool called Ally, an accessibility checker integrated into CourseWorks.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_7 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/inclusive-teaching-guide/">Guide for Inclusive Teaching at Columbia</a></span></h3> <p>The Guide for Inclusive Teaching at Columbia offers five inclusive teaching principles derived from research and evidence-based practices. In addition, the guide contains practical, accessible, and usable strategies that instructors can use immediately.</p></div> </div><div id="teachingtips" class="et_pb_module et_pb_text et_pb_text_8 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/inclusive-teaching/">Inclusive Teaching and Learning Online</a></span></h3> <p>With the rapid shift to online learning, instructors can draw on principles of inclusive teaching to help students feel a sense of belonging, ensure they can access course materials, and support them in achieving learning goals. The current context calls for empathy and resilience on the part of both students and instructors.</p></div> </div><div id="teachingtips" class="et_pb_module et_pb_text et_pb_text_9 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://universitylife.columbia.edu/sites/default/files/content/pronouns_in_our_community_guide_december_19_1.pdf">Pronouns in Our Community: A Guide From the Office of University Life</a></span></h3> <p>The Office of University Life has designed this resource to help students, faculty, and staff familiarize themselves with pronoun use by transgender and nonbinary students, faculty and staff at Columbia. <span style="text-decoration: underline;">Note</span>: Students are able to register their pronouns on You@Columbia in CourseWorks. You can find step by step instructions from CUIT on using <a href="https://courseworks2.columbia.edu/courses/183594/pages/you-at-columbia-a-step-by-step-tutorial">You@Columbia</a> in CourseWorks.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_10 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/teaching-in-times-of-stress/">Teaching in Times of Stress and Challenge </a></span></h3> <p>Emotions play a vital role in teaching and learning and it is especially important to be responsive to the vast range of emotions that may surface in the classroom during challenging times. This resource offers strategies for teaching during times of stress and highlights campus supports available to help you and your students navigate challenges.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_11 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://www.edx.org/course/inclusive-teaching-supporting-all-students-in-the-college-classroom">Inclusive Teaching: Supporting All Students in the College Classroom MOOC</a></span></h3> <p>In June 2019, the Columbia CTL launched the first ever MOOC (massive open online course) dedicated entirely to the topic of inclusive teaching in higher education. The MOOC, titled Inclusive Teaching: Supporting All Students in the College Classroom, provides practical, accessible, and usable strategies that instructors can implement in their classrooms to create and maintain a supportive learning environment for all students. The self-paced course is open to all.</p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_1"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_1 et-last-child"> <div class="et_pb_module et_pb_divider et_pb_divider_1 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div id="teachingtips" class="et_pb_module et_pb_text et_pb_text_12 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><a name="resources-guides"></a></p> <h2>Teaching Resources and Guides</h2></div> </div><div class="et_pb_module et_pb_text et_pb_text_13 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/grading-for-learning/">Alternative Grading Approaches: Grading for Learning</a></span></h3> <p>This resource presents alternative grading approaches with a focus on student learning. Implementing an alternative approach involves rethinking in assessment design and communication with students, such as sharing clearly defined assessment standards, providing timely feedback, indicating ongoing progress for students, and allowing opportunities for reassessment. The intent is to maximize student learning, reduce the stress induced by grades (both for students and for the instructors doing the grading), and ensure that all learners are assessed equitably.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_14 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/anti-racist-pedagogy/">Anti-Racist Pedagogy in Action: First Steps</a></span></h3> <p>Classrooms serve as microcosms of the larger society, and the resources offered here, while focused on pedagogical practices, support broader commitments to anti-racist actions in higher education. This resource centers on citing the experts in this field, synthesizing their work to encourage further research and, most importantly, amplifying the voices of those who have been doing this work for decades.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_15 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/assessing-equitably/">Assessing Equitably with All Learners in Mind</a></span></h3> <p>The assessment of student learning is an important aspect of any course. The diversity of learners and course contexts necessitates that we question whether our current assessment practices are serving us: do they meet the needs of all of our students? Do they align with our course learning objectives and promote learning for all students? Through a process of reflection on our assessment approaches, we can recognize and remove barriers to student success and work toward more equitable learning experiences for all students.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_16 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources/blended-learning/">Blended Learning</a></span></h3> <p>What is blended learning? What are the benefits to a blended learning approach? What are some strategies for getting started? This resource helps instructors answer these questions by describing the elements of an effective, learner-centered “blend” derived from research and evidence-based practices. In addition, it offers questions that instructors can reflect on before designing their course and additional references and resources. This resource is particularly useful to faculty applying for the Provost’s Hybrid Learning Course Redesign and Delivery grant program and similar requests for proposals.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_17 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/case-method/">Case Method</a></span></h3> <p>Case Method is an active learning approach to teaching and learning in which students apply course content and grapple with real or imagined scenarios. Case Method teaching can help students develop more complex skills such as analysis, synthesis, and evaluation. This resource provides an overview of the what, why and how of teaching with cases. Instructors new to case method teaching are introduced to different approaches to teaching with cases, where to find cases, and can explore examples of successful Case Method Teaching at Columbia University.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_18 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/assess-active-learning/"><span style="text-decoration: underline;">Classroom Assessment Techniques (CATs): Low-Stakes Strategies to Assess Active Learning</span></a></h3> <p>The CTL resource <a role="link" href="https://ctl.columbia.edu/resources-and-technology/resources/active-learning-basics/">Getting Started with Active Learning</a> offers a framework for active learning in which instructors have students encounter new information, engage with course content, and reflect on what they learned and their learning process. As with any learning activity implemented in a class session, checking what and how students learned from an active learning method is a critical next step to ensure that students have met the learning objectives you set for them. This resource introduces classroom assessment techniques (CATs) as a way to assess what students have learned from active learning methods.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_19 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/ai-tools/"><span style="text-decoration: underline;">Considerations for AI Tools in the Classroom</span></a></h3> <p>Given the rapid pace of technological innovation and development, higher education, like nearly all industries, is continuously called upon to consider creative approaches to teaching and learning. The following resource offers instructors a brief introduction to AI Tools, specifically ChatGPT, along with several strategies they might consider for navigating or engaging with these tools in their courses.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_20 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources/contemplative-pedagogy/">Contemplative Pedagogy</a></span></h3> <p>Contemplative Pedagogy is an approach to teaching and learning with the goal of encouraging deep learning through focused attention, reflection, and heightened awareness. Learners are encouraged to engage deeply with course material through contemplation and introspection. This resource provides strategies for helping instructors build in opportunities for students to develop deeper understandings of course material.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_21 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/podcast/">Dead Ideas in Teaching and Learning</a></span></h3> <p>Dead Ideas in Teaching and Learning is a podcast hosted by CTL executive director, Catherine Ross. In each episode, instructors, students, and leaders in higher education are invited to share their discoveries of “dead ideas” in teaching and learning—ideas that are not true but that are often widely believed and embedded in the pedagogical choices we make.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_22 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/teaching-online/designing-assignments/">Designing Assignments for Learning</a></span></h3> <p>The rapid shift to remote teaching and learning meant that many instructors reimagined their assessment practices. This resource distills the elements of assignment design that are important to carry forward as we continue to seek better ways of assessing learning and build on our innovative assignment designs.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_23 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/designing-for-inquiry-based-learning-science-engineering/">Designing for Inquiry-Based Learning In Undergraduate Science And Engineering Lab Courses</a></span></h3> <p>Looking to move away from having students work through cookbook-style labs to inquiry-based learning opportunities? This resource highlights inquiry-based lab designs from featured Columbia and Barnard faculty, and provides considerations for designing opportunities for student inquiry in undergraduate science and engineering lab courses.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_24 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/poll-questions-stem/">Developing Poll Questions to Engage and Assess Student Thinking in Science and Engineering Courses</a></span></h3> <p>Are you looking to develop questions that go beyond recall for your Science and Engineering class sessions? Do you want to assess in real-time how well all your students are answering questions to inform your next instructional decision? In this guide, we share how you can develop and incorporate poll questions into your classroom that engage students in higher-order cognitive processes, such as applying concepts or evaluating hypotheses, to assess your students’ understanding.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_25 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="http://ccnmtl.github.io/digital-literacy/index.html">Digital Literacy Competency Calculator</a></span></h3> <p>Find connections between digital literacy competencies and the teaching and learning practices that produce them.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_26 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/student-feedback/">Early and Mid-Semester Student Feedback</a></span></h3> <p>The CTL recommends capturing student feedback at various points within the semester, including mid-term. The goal is a dialogue about students’ learning, not an evaluation of the instructor’s teaching. This resource outlines two approaches for collecting feedback from your students.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_27 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/effective-feedback-clinical/">Effective Feedback in Clinical Education</a></span></h3> <p data-pm-slice="1 1 []">Feedback on clinical performance is necessary to guide a trainees’ actions in the clinical setting as they work towards achieving required competencies. This resource presents research-based strategies to help instructors provide effective feedback to trainees in clinical settings.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_28 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/graduate-instructors/faq/">FAQ for Teaching Assistants</a></span></h3> <p>Browse our list of frequently asked questions, scenarios, and resources for graduate student instructors regarding classroom course management, accommodations, academic integrity, personal issues, logistics, teaching inspiration, and more.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_29 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/feedback-for-learning/">Feedback for Learning</a></span></h3> <p>This resource offers strategies to make giving feedback easier and more effective. While there are specific technologies (discussed here) that can help facilitate feedback in an online or hybrid/HyFlex learning environment, the strategies presented here are applicable to any kind of course (e.g.: large lecture, seminar) and across any modality (e.g.: synchronous, asynchronous, fully online, hybrid, or in-person).</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_30 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/engaged-lecturing/"><span style="text-decoration: underline;">Five Tips for Engaged Lecturing</span></a></h3> <p>Designing a class session is about planning experiences that maximize student learning. The following five tips emphasize the importance of keeping the focus on the students’ experience and what they should be doing during a lecture.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_31 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/active-learning-basics/">Getting Started with Active Learning</a></span></h3> <p>Active learning strategies involve students not just in doing things, but also thinking about what they are doing. Intentionally incorporating active learning strategies can benefit student learning, and when done inclusively, can also narrow achievement gaps for traditionally underrepresented students. This resource introduces you to a holistic active learning framework as well as Columbia-supported instructional technologies that you can use to design both synchronous and asynchronous activities to engage your students in active learning.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_32 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/creative-assignments/">Getting Started with Creative Assignments</a></span></h3> <p><span style="font-weight: 400;">Creative teaching and learning can be cultivated in any course context to increase student engagement and motivation, and promote thinking skills that are critical to problem solving and innovation. This resource features examples of Columbia faculty who teach creatively and have reimagined their course assessments to allow students to demonstrate their learning in creative ways. Drawing on these examples, this resource provides suggestions for creating a classroom environment that supports student engagement in creative activities and assignments. </span></p></div> </div><div class="et_pb_module et_pb_text et_pb_text_33 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/incorporating-generative-ai-teaching/"><span style="text-decoration: underline;">Incorporating Generative AI in Teaching and Learning: Faculty Examples Across Disciplines</span></a></h3> <div class="et_pb_module et_pb_text et_pb_text_0 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"> <p>Faculty across Columbia University are reimagining their course policies, assignments, and activities to refocus on student learning and transparently communicate expectations to their students about the use of generative AI. In what follows, faculty across disciplines provide a glimpse into their approaches as they experiment with AI in their classrooms and teach AI literacy to their students. </p> </div> </div></div> </div><div class="et_pb_module et_pb_text et_pb_text_34 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/incorporating-rubrics/"><span style="text-decoration: underline;">Incorporating Rubrics Into Your Feedback and Grading Practices</span></a></h3> <p>This resource provides an overview of the benefits of rubrics, includes strategies to help integrate them into teaching practice, and introduces a few Columbia tools to support rubric design and use.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_35 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/learning-through-discussion/"><span style="text-decoration: underline;">Learning Through Discussion</span></a></h3> <p>Discussions can be meaningful and engaging learning experiences: dynamic, eye-opening, and generative. However, like any class activity, they require planning and preparation. Without that, discussion challenges can arise in the form of unequal participation, unclear learning outcomes, or low engagement. This resource presents key considerations in class discussions and offers strategies for how instructors can prepare and engage in effective classroom discussions.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_36 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/writing-ai/"><span style="text-decoration: underline;">Learning Through Writing in the Age of AI</span></a></h3> <p>Introducing students to disciplinary writing in its various forms is essential, yet it can be challenging to balance how much instruction and guidance is needed, and at what scale. At the same time, the introduction of Generative AI has necessitated new approaches to writing assignments. The following resource looks at why writing activities are beneficial for instructors and students alike, and offers some considerations and strategies for writing activities in the age of AI.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_37 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/activities-tools-collaborative-learning/"><span style="text-decoration: underline;">Leveraging Annotation Activities and Tools to Promote Collaborative Learning</span></a></h3> <p>Collaborative annotation activities support learning by encouraging students to learn with and from their peers. Research has shown that a collaborative learning environment can help strengthen student confidence, as well as foster their critical thinking skills and active engagement in learning. The following resource offers an overview of some of the benefits of collaborative annotation, as well as specific tools and sample activities to help facilitate this collaboration.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_38 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/metacognition/">Metacognition Resource</a></span></h3> <p>Metacognitive thinking skills are important for instructors and students alike. This resource provides instructors with an overview of the what and why of metacognition and general “getting started” strategies for teaching for and with metacognition.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_39 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><a href="https://ctl.columbia.edu/resources-and-technology/resources/navigating-hot-moments/"><span style="text-decoration: underline;">Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom</span></a></h3> <p>Regardless of course topic or content, challenging conversations, moments of rupture or disruption, and heated encounters may occur in the classroom. Though they are complicated and can be difficult to respond to, there are steps instructors can take to anticipate and navigate HOT—heated, offensive, or tense—moments before, during, and after they occur. This resource provides strategies that can be implemented in any course context. </p></div> </div><div class="et_pb_module et_pb_text et_pb_text_40 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/peer-review/">Peer Review: Intentional Design for Any Course Context</a></span></h3> <p>This resource offers a number of considerations for instructors developing peer review activities in their classes. While there are specific platforms that can help facilitate peer review in online or hybrid classes, considerations remain the same across different class formats (e.g.: in-person, hybrid (HyFlex), online).</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_41 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/project-based-learning/">Getting Started with Project-Based Learning</a></span></h3> <p>Project-based learning (PBL) actively involves students in their learning and prepares them for the world beyond the classroom. This resource offers an introductory overview of PBL, including the key features and questions for reflection as instructors develop their project-based teaching practices.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_42 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="http://ctl.columbia.edu/resources-and-technology/resources/academic-integrity/">Promoting Academic Integrity</a></span></h3> <p>While it is each student’s responsibility to understand and abide by university standards towards individual work and academic integrity, instructors can help students understand their responsibilities through frank classroom conversations that go beyond policy language to shared values. By creating a learning environment that stimulates engagement and designing assessments that are authentic, instructors can minimize the incidence of academic dishonesty.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_43 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/assessing-student-learning/">Resources for Assessing Student Learning</a></span></h3> <p>How well are students learning what you want them to learn in your course? How do you provide effective feedback to further their learning and growth? This page outlines relevant CTL resources and programming (text-based resources, podcast, videos, workshops, self-paced online courses, etc.) for designing and implementing assessment in your course. </p></div> </div><div class="et_pb_module et_pb_text et_pb_text_44 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/ai/">Teaching and Learning in the Age of AI</a></span></h3> <p>This site features reflections on teaching and learning with AI from Columbia faculty from across disciplines, campuses, and affiliate institutions. Discover their stories, their innovations, and how they are leveraging AI in their courses. Experiment with AI tools while being the human-in-the-loop. Explore how generative AI can transform your classroom, enhancing both teaching strategies and student engagement. Find resources to support your pedagogical innovations.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_45 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/2024-election/">Teaching During and After the 2024 U.S. Elections: Resources for Faculty and Students</a></span></h3> <p>U.S. elections can be stressful for both instructors and students, thereby impacting the learning environment in courses. Regardless of the outcome of the elections, instructors can take steps to ensure that both they and their students are supported during this time. This resource shares four tips to consider as you teach through an election season.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_46 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/resources/teaching-large-courses/">Teaching Large Courses Effectively and Efficiently</a></span></h3> <p>How do you maximize student learning, uphold academic integrity, and manage grading loads in a large course? The four strategies in this resource address these questions and highlight the importance of purposeful course design in which instructors can effectively support student learning. Instructors can also capitalize on the affordances of instructional technologies and partner with TAs to efficiently manage the course. The strategies below can be adapted to any course modality.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_47 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://www.youtube.com/playlist?list=PLSuwqsAnJMtzS9lyRkhJCaoZhqI3y5dLk">Teaching Talks Video Playlist</a></span></h3> <p>The TeachingTalks playlist is a series of brief videos that introduce teaching and learning strategies that can be incorporated into any course. Each video focuses on a specific pedagogical need, presenting a strategy to help meet that need and a brief overview about how instructors can get started with implementation in their own courses.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_48 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/transformations/" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://ctl.columbia.edu/transformations/&source=gmail&ust=1708719031268000&usg=AOvVaw2JIvxCKc05dQVSPyZMP9N9">Teaching Transformations: Faculty Reflections and Insights on Pandemic Practices</a></span></h3> <div>This resource features reflections on pandemic teaching of Columbia faculty from across disciplines, campuses, and affiliate institutions. Discover their stories, their innovations, and how the pandemic has transformed their teaching practices.</div></div> </div><div class="et_pb_module et_pb_text et_pb_text_49 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/diy-video/video-station/">Teaching with DIY Video</a></span></h3> <p>Learn best practices for producing videos that can help you create more active and engaging classroom experiences.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_50 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/submissions/" target="_blank" rel="noopener" data-saferedirecturl="https://www.google.com/url?q=https://ctl.columbia.edu/submissions/&source=gmail&ust=1708719031268000&usg=AOvVaw02P-aDfesS5Bdc1Cp3F8Bp">Voices of Hybrid & Online Teaching and Learning</a></span></h3> <p>Faculty, postdocs, staff, graduate students, and undergraduate students were invited to submit their reflections—through video, audio, or text—on hybrid/HyFlex or fully online teaching, curricular innovations, or learning experiences at Columbia during the pandemic. Here you will find the amazing work that both instructors and students did during the 2020-2021 academic year to adapt and succeed in the pandemic teaching and learning environment.</p></div> </div> </div> </div><div class="et_pb_row_inner et_pb_row_inner_2"> <div class="et_pb_column et_pb_column_4_4 et_pb_column_inner et_pb_column_inner_2 et-last-child"> <div class="et_pb_module et_pb_divider et_pb_divider_2 et_pb_divider_position_ et_pb_space"><div class="et_pb_divider_internal"></div></div><div id="teachingtips" class="et_pb_module et_pb_text et_pb_text_51 et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><a name="courses"></a></p> <h2>Online Courses</h2></div> </div><div class="et_pb_module et_pb_text et_pb_text_52 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="http://bit.ly/ctl-canvas-grading-enroll">Assessment and Grading in CourseWorks (Canvas)</a></span></h3> <p>An advanced take on the Introduction to CourseWorks (Canvas) online course, this self-paced training provides instructors with an in-depth understanding of the assessment and grading features in CourseWorks (Canvas). Participants learn about setting up assignments within CourseWorks using various tools, and navigate the different grading features available within CourseWorks to grade assignments, quizzes, and discussions. The course itself models the ways in which Canvas can be used for different course activities.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_53 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="http://bit.ly/ctl-ble">Blended / Hybrid Learning Essentials</a></span></h3> <p>This self-paced course provides an overview of blended learning and guides instructors through the design process for a lesson or unit of study. The course features videos of Columbia University faculty and former recipients of the Provost’s Hybrid Learning Course Redesign and Delivery grants, who share their blended teaching and learning experiences. Instructors are encouraged to use the course packet which includes worksheets and checklists to draft and document their blended learning design and implementation plans.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_54 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://courseworks2.columbia.edu/enroll/M9LDJW">Introduction to CourseWorks (Canvas)</a></span></h3> <p>This self-paced online course helps faculty, graduate students, staff, and other members of the Columbia teaching community learn about the various features offered by CourseWorks (Canvas). The course guides instructors through the steps of setting up their course site and highlights various features that enrich the learning experience for students. A flexible alternative to CTL’s in-person workshop sessions, the course provides tips and examples that highlight the use of CourseWorks tools as applicable to various teaching and learning contexts.</p></div> </div><div class="et_pb_module et_pb_text et_pb_text_55 et_clickable et_pb_text_align_left et_pb_bg_layout_light"> <div class="et_pb_text_inner"><h3><span style="text-decoration: underline;"><a href="https://ctl.columbia.edu/faculty/offerings/orientation-for-faculty/">Office of the Provost Faculty Orientation</a></span></h3> <p>The Center for Teaching and Learning and Office of the Vice Provost for Faculty Advancement are pleased to invite Columbia faculty to enroll in the online Office of the Provost Faculty Orientation to welcome and acclimate you to the new academic year.</p></div> </div> </div> </div> </div><div class="et_pb_column et_pb_column_1_4 et_pb_column_2 et_pb_css_mix_blend_mode_passthrough"> <div class="et_pb_with_border et_pb_module et_pb_cta_0 et_pb_promo 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