UCTL/UCTL website

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A work in progress:

Course Design and Getting Started Responding to a Diverse Student Body Discussion Strategies A small article on student discussions: http://www.ntlf.com/html/lib/bib/faqdisc.htm

Lecture Strategies

One minute paper: http://www.ntlf.com/html/lib/bib/minute.htm Summary: I have been using Minute Papers in my Introductory Psychology class for the past four years. The class has 250 students, mostly freshmen. After each lecture, a third of the students are assigned to respond to the lecture via one of the computer clusters. Students can do one of two things: they can indicate what was least clear to them from the lecture, or give a personal example that illustrates some concept from the lecture or the textbook.

Collaborative Strategies

A summary of the ideas in Johnson, David W., Roger T. Johnson, and Karl A. Smith. 1991. "Cooperative Learning: Increasing College Faculty Instructional Productivity." ASHE-ERIC Higher Education Report Number 4. Washington, D.C.; The George Washington University, School of Education and Human Development. http://www.ntlf.com/html/lib/bib/cooplearn.htm

Enhancing Students' Learning

Student Generated Questions: http://www.ntlf.com/html/lib/bib/questions.htm

Writing Assignments

Testing and Grading

Instructional Media and Technology

Assessing Student Learning and Teaching

TA Training and Development

Viewpoints and Philosophy

Some have found it helpful to construct a Statement of Teaching Philosophy. http://chronicle.com/jobs/news/2003/03/2003032702c.htm (Others think this is actually counter-productive) You may find some of the readings here on Educational Theory to be of interest: http://tip.psychology.org/

Want some more references? Check the library page: http://library.canterbury.ac.nz/infolit/guides/research/academic.shtml


UCTL provides resources and support to improve teaching and learning for both staff and students. This is the Staff section of the UCTL website which has links to a range of resources and support. Some of the official UCTL or UoC resources include: The 2008 Case Studies on Teaching and Learning | A range of reports | Information on the UCPEQ Postgrad Supervision | About UCPEQ

Albert Einstein said: "It is the supreme art of the teacher to awaken joy in creative knowledge and expression." Though Heidegger noted that the most difficult thing was allowing learning to occur. Every lecturer faces this challenge. If you are interested in finding out more you may find some things of interest in the Teaching and Learning section. There is more material located on the Academic Development Group site.

Blended Learning

A short defintion: "a learning solution created through a mixture of face-to-face and online learning delivered through a mix of media" http://www.e-learningcentre.co.uk/eclipse/Resources/blended.htm

A slightly longer defintion: Blended learning involves integration of different modes of delivery, models of teaching, and styles of learning. Generally this involves a strategic and systematic use of technology, combined with the best features of face-to-face interaction. Blended learning can include a continuum of approaches from face-to-face to fully online teaching. As the internet has become more pervasive, blended learning has emerged as a common ground where web-based and face-to-face learning are integrated, using multiple media formats for dynamic interactions (Thorne, 2003). The benefits include improved flexibility, opening up new interaction and collaboration possibilities and the catering for many more specialist needs.

K. Thorne, Blended learning: how to integrate online & traditional learning, Kogan Page, London; Sterling, VA (2003).

Some references: An article on Blended Learning with a training slant from Learning Circuits: http://www.learningcircuits.org/2006/March/gray.htm


Learning Styles



Case studies. This is a site focused around using case studies in teaching science. http://ublib.buffalo.edu/libraries/projects/cases/teaching/teaching.html

Teaching Spaces

Teaching with Technology

Getting Started

Good practice in undergraduate education:

  1. encourages contact between students and faculty,
  2. develops reciprocity and cooperation among students,
  3. encourages active learning,
  4. gives prompt feedback,
  5. emphasizes time on task,
  6. communicates high expectations, and
  7. respects diverse talents and ways of learning.

SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION By Arthur W. Chickering and Zelda F. Gamson From The American Association for Higher Education Bulletin, March 1987 http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm

Getting Started

Course Design and Getting Started Responding to a Diverse Student Body Discussion Strategies Lecture Strategies Collaborative Strategies Enhancing Students' Learning Creating Assignments Assessment Instructional Media and Technology TA Training and Development Viewpoints and Philosophy

Collaborative group work

A list of articles for working online: http://www.londonmet.ac.uk/deliberations/collaborative-learning/urls.cfm

Resource Based Learning



It is logical to believe that college students know how to study. Without that ability, how could they have succeeded well enough in high school to warrant admission into college?Response: High school teachers tend to spoon feed their students. They feel that if they "don't cover the curriculum," their students won't learn it! One outcome appears to be that at least 25 percent of freshmen fail or are placed on probation when, for the first time, they need to: • listen to a lecture and intuit "what is important"; • listen to a lecture and take notes for studying for the test; • listen to a lecture and remember three-quarters of what they hear; • read and intuit what is important; • read and take notes for studying for the test; and • remember three-quarters of what they read.