There are many ways to create an effective learning environment for our students and to embrace and be cognizant of the diverse backgrounds from which they may come. Explore this section to get resources and information about creating an effective learning environment.
One of the most important considerations of teaching is developing a balanced and thoughtful course. The design of a course greatly impacts the types of strategies used in teaching, how student learning will be assessed, the progression of the course, and the content included.
There are a variety of theories and frameworks to help instructors understand how learning works, how the brain can process knowledge, and beneficial ways to help students construct knowledge in college courses. Explore this section to learn more about these frameworks and how they can be helpful in your teaching.
Determining whether students are learning and meeting the objectives and goals of the course is a critical component of teaching. Determining whether students have learned involves more than assigning individual grades. This section includes resources about assessing student skills throughout the course of the semester.
Grading student work does not have to be complicated or time-consuming. This section provides resources about designing effective assignments for your students that directly address your goals for the course, ensuring that the course grading system is fair for the students, and that the process is efficient for the instructor.
Deciding the content for a course is an important aspect of teaching. However, it can be easy to include too much content rather than narrowing down the course content. Explore this section to find resources and tips about how to select content that helps to facilitate student learning by focusing on content related to course goals.
This section considers methods for content delivery in a variety of learning environments, including lectures, lab/recitation sections, and service learning classes. Premised on active learning principles, instructors can engage with various teaching strategies that align with their courses, goals, and classroom settings.
Technology can be a powerful addition to a course to help facilitate student learning and assist the instructor. However, it can also be distracting if not used effectively and in a way that supports the course goals. This section presents ways to effectively integrate technology in your class, techniques you can use, and additional resources.
Teaching involves more than course design, teaching strategies, and choosing course content, it also involves how all of those things will be combined and presented to your students in effective ways to help them learn. This section provides guidelines about how to plan for class sessions and identify content and activities to include.
While it is important to gather feedback on how students are learning and to provide feedback to students so that they know how they are doing in the course, another way that feedback is important is to help an instructor understand the effectiveness of their teaching strategies. This section provides resources about how to collect and interpret student feedback.
Course-level assessment encourages instructors to develop explicit goals and learning objectives for your course so that data can be collected about how well these objectives have been met through the course of the term. In the following pages, resources and guidelines for course-level assessment are presented to help instructors improve the effectiveness of their course.
This section provides additional resources and information that may be useful for instructors at Ohio State University. In this section, links to various campus offices, information, and guidelines and information about teaching specifically at OSU will be presented.
For many instructors, a teaching portfolio or documentation of their effectiveness is necessary for job applications or promotions. The following pages provide information, guidance, and additional resources about how to prepare a philosophy of teaching statement and the other common components of a teaching portfolio for the academic job market.