Collections

How can we transform assessment from a summative event to one that actively engages students in learning? This collection explores approaches to assessment that foster self-regulation, reflection, and evaluative judgment, and that support students in becoming life-long learners.

When students receive feedback on their work, what do they do with it? Feedback literacy encompasses the knowledge, skills, and attitudes that students need to appreciate the value of feedback, engage in feedback processes, and take responsibility for their own learning and development.

What role might generative AI play in helping students meet the learning goals we have for them? This collection features concrete examples of assignments that thoughtfully integrate AI to support (and not replace) student learning.

This collection introduces you to resources when beginning or scaling-up your use of artificial intelligence (AI) in ways which strengthen or enhance accessibility or opportunities for universal design for learning (UDL).

It can be challenging to manage all the responsibilities associated with teaching, advising students, and engaging in research and service to your department, college, or discipline. Reflecting on your scope of practice can help you clarify your roles and boundaries to help you thrive.

Metacognition—awareness of one's own thought processes—isn't just important for students! These resources introduce you to strategies for incorporating metacognitive awareness into your own teaching in order to become more conscious of students' needs and more responsive in your lesson planning.

This collection is for instructors from all fields—often inspired by their own contemplative practice—who are looking for ways to engage students more wholistically and develop their capacity for awareness, concentration, and insight.

A teaching portfolio is a curated set of materials paired with reflective statements that represents your teaching practices and your development as a teacher. This collection advises you on how to select materials and how to organize them into a compelling narrative about your teaching.

A reflective teaching statement is a short narrative that describes your beliefs, goals, and practices regarding teaching and learning in your field. This collection offers guidelines for writing teaching statements, examples from several disciplines, and a rubric to assess your teaching statement.

If you're interested in how you can leverage principles of transparency, sense of belonging, and accessibility to enhance your course in Canvas, check out the resources in this collection! We provide definitions for these concepts and include suggestions for small, incremental changes as well as larger, structural changes.

Teaching with others can enrich student learning and instructor joy, but the challenge of aligning vision and methods may surprise new co-teachers. Use the resources here to support smoother collaborative teaching. Note: we use 'co-teaching' to mean shared teaching responsibilities.

This collection explores a digital media project in a general chemistry course. Included are the assignment description, a sample student project, and resources to support students' work and instructor assessment efforts. Be sure to read the annotations on the linked files.

This is a collection of UVA Center for Teaching Excellence's peer-reviewed research demonstrating the efficacy and impact of its multi-day, intensive course design institute.

This collection highlights a range of teaching effectiveness frameworks developed for higher education contexts, primarily research-intensive institutions. These frameworks provide analytical approaches to understand the elements of teaching.

This collection provides introductory resources for new graduate teaching assistants in a variety of roles, including facilitating discussion or lab sections, holding office hours and review sessions, giving feedback to students, and grading student work.

Instructors play a critical role in helping students see themselves as capable within disciplinary domains, especially when they don’t see themselves as "a [insert your discipline person]." The resources here start simple and increase in complexity (and comprehensiveness).

Research shows that students who feel they belong in a course or discipline are more likely to persist and can promote learning. This collection provides a set of practical resources for fostering a sense of belonging in your classroom.

Whether you're organizing informal in-class groups or assigning out-of-class group projects, it takes care to make group work run well. This collection features our favorite resources for supporting students through sustained collaboration in persistent or ephemeral learning groups.

How do you successfully document your teaching? In this collection, you will explore self-study approaches that provide you with an authentic representation of your teaching based on evidence of what you do in your teaching.