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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.
Browse the Faculty Focus, Teaching Professor Blog to get new ideas and incorporate them into your course.
Monday Morning Mentor: 20-Minute Online Teaching Programs
Start each week with an online teaching program that is convenient and focused on relevant teaching issues. VITAL and Falvey Library are pleased to bring this on-demand instructional programming to you. Explore common teaching questions, learn new practices. Access in the office, on the mobile device, at home; the program is available 24/7 for one week; the weekly program is not archived.
Fall 2016 Schedule - the program will begin the week of August 22 until the week of December 5.
You may complete a “certificate” after each program. Faculty are invited to send a copy of the “certificate” (PDF) to VITAL for recognition at the end of the Fall semester. Please send via e-mail to VITAL; Subject: Monday Morning Mentor.
We welcome your feedback: send e-mail to Gabriele Bauer
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 email@example.com, 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)
Documenting Students’ Participation in-Class and Online
Villanova faculty have shared criteria and rubrics that they have found helpful in setting expectations and determining students’ level of participation in their face-to-face and online courses. Please refer to them as a resource as you develop or refine your criteria for documenting students’ contributions. We encourage you to contact the faculty colleagues for further information, and invite you to email us your participation rubric for inclusion in the repository: firstname.lastname@example.org
Suskie, L. (2004). What is a rubic? In Assessing student learning, pp. 124-136.
Teaching Professor articles:
Participation Rubric Repository Offered by Villanova Faculty