CETL provides a variety of resources to assist new faculty and instructional academic staff in developing and teaching successful courses.
1. Links to brief-handouts on course design components
2. Links to CETL Instructional Development Booklets
3. Links to online instructional development workshops and Certificate programs
4. Links to research-based practices and articles
1. Links to brief-handouts on course design components for student success
- Alignment Diagnostic Tool: Alignment Diagnostic: Assignments and Course Learning Outcomes
- Break-out Groups: Powerful In-class Break out Groups
- Course Session Outcomes: Writing Course Session Outcomes
- Course Framework: The Perks of Designing a Course Framework
- Grading Schemes: Grading Schemes for Active Learning: How Can You Ensure that Students Prepare for Class, Attend, and Engage?
- Large Classes: 10 Essentials for Student Success in Large Enrollment Classes!
- Low Stakes Assessments: Sustain Your Students’ Engagement While Making Learning Visible: Three Low Stakes Assessments (LSA)
- Minimizing Opportunities for Disengagement Tool (MODA)
- Pre-Survey: Course Pre-Survey or Background Knowledge Probe
- Student Resistance to Active Learning: Addressing Student Resistance to Active Learning Strategies
- Think-Pair-Share
- Transparency Checklist: Transparency in Assignment Design
- Syllabus Checklist: Syllabus Rubric Checklist
2. Link to CETL Instructional Development Booklets
3. Links to online voice-over instructional development workshops & Certificate programs
- Course Design Institute (https://uwm.edu/cetl/programs/teaching-programs/course-design-institute/ (in progress; contact Connie Schroeder connies@uwm.edu)
- Grading Schemes for Active Learning (in progress; contact Connie Schroeder connies@uwm.edu)
4. Links to research-based practices and articles
The following is a list of resources available to the UWM community. To gain access to these selections, please click on the link below and enter your Panther EID and password in the pop-up window.
Designing Course Learning Outcomes
- Learner-Centered Course Design
- Writing Outcome Statements
- UW System Shared Learning Goals for UW Undergraduates
Designing Assignments
- Booklet: Low Stakes Assessment Strategies
- Schroeder / Low Stakes Assessment Strategies
- Walvoord & Anderson / Making Assignments Worth Grading
Designing Tests and Evaluation: Rubrics
- Rubrics: What They Are and Aren’t; What They Can and Can’t Do
- Using Rubrics to Respond to and Evaluate Student Work
- Designing Rubrics for Assessing Higher Order Thinking
Designing Assessment, Tests and Evaluation: General
- Low Stakes Assessment Strategies
- Pre-Post Assessment: Making Learning Transparent
- Weimer / Learner-Centered Teaching / Chapter 6
- Cashin / Improving Essay Tests
- Clegg & Cashin / Improving Multiple-Choice Tests
- Grading Writing Assignments
Designing Course Pedagogy: Active Learning
- Booklet: First Day Strategies
- Bonwell & Eison / Additional Strategies Promoting Active Learning
- Bonwell & Eison / Questioning and Discussion
- Bonwell & Eison / The Modified Lecture
- Brookfield & Preskil / Getting Discussion Started
- King / From Sage on the Stage to Guide on the Side
- Svinicki & Dixon / The Kolb Model Modified for Classroom Activities
Designing Syllabi
- Diamond / Developing a Learning-Centered Syllabus
- Walvoord / Creating a Syllabus
- Sample Content-Focused Syllabus
- Sample Outcomes-Focused Syllabus
Designing an Inclusive Learning Environment