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

"Hot moments," or moments of conflict, may arise in our classrooms. If we're prepared for these challenging moments and consider all parties with a trauma-informed lens, we can use these moments to enhance, rather than derail our students' learning.

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.

A collaborative classroom doesn’t happen by accident; it's created by design. Use these tools to lower resistance, foster trust, and help students learn with one another rather than just from you.

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.

The Learning Assistant (LA) model is a powerful, evidence-informed approach that embeds trained undergraduates into classrooms to support active learning, guide group work, and provide peer mentorship. In this collection are research and guides highlighting improved outcomes and engagement.

This collection considers the research on and reasons for having students create ePortfolios, blogs, or websites. It also features guidance on using WordPress at UVA, including instructions for integrating the tool into UVACanvas.

Reflection is valued in teaching practice, so it should come as no surprise that reflective writing is valued in the scholarship of teaching and learning (SoTL). Learn more about reflective writing in SoTL and peruse a few of my favorite examples from a range of approaches and perspectives.

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.

Executive functions are those mental processes that support attention, organization, time management, and related tasks that are critical to learning. The resources here will help you apply universal design for learning (UDL) to better support students' executive functions.

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.

Across the disciplines, instructors can support students’ development as citizens and voters. These resources explore ways to incorporate this work in your courses, design engaging activities for civic skills building, and prepare for high-stakes discussions in polarized times.