Collections

Generative AI has brought new urgency to longstanding assessment challenges. How do we grade individual contributors within a collaboration? What belongs to the human, and what to the technology? This collection offers new approaches to assessing human-AI collaboration in educational settings.

Faculty are adapting to AI in complex ways beyond simple adoption or resistance. This collection provides educational leaders with frameworks to understand faculty decision-making, identify change barriers, and facilitate inclusive AI integration conversations.

Designing a SoTL study requires thoughtful decisions about study design, methods, and disciplinary approaches to inquiry. This collection introduces a range of accessible resources to help you choose a study design that aligns with your research questions and scholarly goals.

How can you help develop students’ AI literacy, even when you’re not an expert in AI? In this collection, you'll find articles and activities that articulate and develop key AI competencies for educators and your students.

Generative artificial intelligence has made longstanding questions about academic integrity more urgent and complex. How does genAI change our understanding of plagiarism? What can or should instructors do to motivate students to complete graded assignments without unauthorized assistance?

Research shows that text-to-speech (TTS) is a prominent use of generative AI by students with disabilities. This collection features ideas for using AI to support students with disabilities in a variety of educational contexts and points to two AI-powered TTS tools.

Conducting a literature review is essential to any SoTL project, but it can be challenging to know where to begin. This collection offers practical tools and strategies to help you search for, organize, and engage with SoTL literature—whether you're using traditional methods, AI tools, or both.

Whether you're new to SoTL co-authorship or refining your approach, this collection offers resources to help you navigate collaborative writing. You'll find resources on authorship expectations, productive workflows, and models for structuring your work together.

Navigating ethical considerations and institutional review board (IRB) processes is a critical part of SoTL. This collection offers practical guidance and examples on what qualifies as research, how to prepare an IRB application, and how to uphold ethical standards in classroom-based research.

Gathering evidence in SoTL requires careful choices about what kinds of student learning to make visible. This collection offers practical resources—from survey design tips to a compendium of validated scales—to help you plan for and collect the right data to answer your SoTL research questions.

The Scholarship of Teaching and Learning (SoTL) is the systematic study of teaching and learning made public, such as through publication in an education research journal or at a conference. This collection will introduce you to this type of classroom-based research.

Developing a strong research question is a critical first step in conducting a Scholarship of Teaching and Learning (SoTL) project. This collection offers guiding frameworks and practical strategies to help you move from a general topic of interest to a well-defined SoTL inquiry.

The Making Teaching Matter for Civic and Intellectual Life project started in 2024 at UVA's School of Education and Human Development. This collection features essays from students involved in the project with advice for instructors on cultivating civic engagement, ethical decision-making, and more.

This collection features frameworks for understanding AI literacy—including one framework developed here at UVA—as well as classroom activities that support the development of AI literacy in both students and instructors.

Instead of asking our students "Any questions?" and hoping for a response, we can use polling technologies to enable and invite all of our students to share their questions and respond to ours. The resources in this collection will help you use these technologies intentionally for student learning.

A professor is not a politician or a preacher. An instructor may know that their teaching is rooted in academic inquiry, not advocacy, but how can they make this clear to students and others? These resources help instructors answer this question and establish themselves as honest brokers.

In pedagogical partnerships, students and teachers contribute collaboratively “to curricular or pedagogical conceptualization, decision-making, implementation, investigation, or analysis” (Cook-Sather et al., 2014). This collection explores the question: Why do pedagogical partnerships matter?

Discover how compassionate online course design can help you put flexibility, peer support, and motivation at the heart of the online learning experience.

These resources provide an introduction to Standards-Based Grading, an alternative grading philosophy in which students' grades are based primarily on the number of content standards they demonstrate mastery of at any point in the term.