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The Teaching Professor, National Newsletter on College Teaching
VITAL and Falvey Memorial Library are pleased to cost-share a group online subscription to The Teaching Professor edited by Dr. Maryellen Weimer, national expert and higher education author. The concise, practice-oriented and research-based articles offer insights and instructional strategies for faculty from across the disciplines.
Browse today and get new ideas to enrich your teaching and your students’ learning! Click here to access the newsletter. We welcome your feedback on this co-sponsored pedagogical resource.
Student Early-Term Feedback for Course-Enhancement Purposes
The early-term (weeks 4-6) student feedback process is formative in nature (for improvement purposes) and designed to give faculty a sense of how students are experiencing the learning environment. The process opens up dialogue about the learning process between students and faculty and affirms student responsibility in this process.
Considerations for conducting the student feedback process (pdf)
Sample feedback form (modifiable), VITAL (.doc)
Sample open-ended instructional feedback questions (pdf)
Immediate Feedback Assessment Technique: IF-AT for Formative Group Feedback and Testing
IF-AT is an innovative multiple-choice assessment tool that gives students immediate affirmation and/or corrective feedback on their knowledge, ensuring that a student's last response is the correct one. It also allows instructors to give partial credit for proximate knowledge. Villanova's Dr. Immerwahr, Philosophy, uses IF-AT in his courses as a fun, interactive way to gauge students' understanding. (PDF)
VITAL makes IF-AT forms available to Villanova faculty at no cost for one semester. In order to achieve maximum use, we kindly asks the following:
To request IF-AT forms: e-mail firstname.lastname@example.org, or call Ext. 9-5627.
Reference: Epstein Educational Enterprises (and published research)
White, H., Professor, Chemistry & Biochemistry, University of Delaware, Generating discussion during examinations, Biochemistry and Molecular Biology Education, 33(5), pp. 361-362, 2005. (pdf)