Library, Publications, Materials
Please click here for the most up-to-date version of VITAL's Library List.
Monday Morning Mentor: 20-Minute Online Teaching Programs
Start each week with an online teaching program that is 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.
2017 Fall Schedule
How Can I Make my Exams More About Learning, Less About Grades?
Accessible 24/7: Monday, December 4 to Sunday, December 10. Click here for presentation, handouts, and to complete "certificate"
NOTE: Enter this password to view the program: grades63
We encourage you to send a “certificate” of program completion to VITAL via email to document your instructional development activities. You will be recognized with a document at the end of the semester that you may include in your promotion dossier. Please indicate "MMM" in the subject area.
We welcome your feedback.
Teaching with Augustine: A VITAL Conversation
How might the University’s distinctive identity as a Catholic and Augustinian institution inform how we approach the learning and teaching process? How might we consider Augustine’s thinking about the roles of the student and teacher, ‘Augustinian pedagogy,” in our teaching roles and work with students? Teaching with Augustine: A VITAL Conversation has been designed to invite you into a personal journey of discovery into your vocation as teacher and scholar. The journey will be in community with colleagues across disciplines, as well as those who are familiar with Augustine’s writings. This professional enrichment opportunity occurs in partnership with the Augustinian Institute and the Center for Faith and Learning. Articles from Heart of the Matter have been selected and arranged for use in this publication.
An electronic version of the publication is available at the right.
More information will be forthcoming. We welcome your suggestions, thoughts, and/or questions.
Research-Based Strategies for Learning and Teaching in Higher Education
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 and incorporate them into your course.
Click here to access Faculty Focus.
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)
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
Video: Rubrics: Tools for Learning, Teaching, and Assessment - Dr. Bauer outlines the process of rubric creation and implementation and shares sample rubrics.
Suskie, L. (2004). What is a rubic? In Assessing student learning, pp. 124-136.
Teaching Professor articles:
Participation Rubric Repository Offered by Villanova Faculty
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)