The Eberly Center for Teaching Excellence and Educational Innovation at Carnegie Mellon University has some excellent resources up on their website at http://www.cmu.edu/teaching/
Explore the links on the menu of the left to find faculty development resources about the following topics:
Some of the materials are special to the Carnegie Mellon University context but most of it is very applicable to any faculty teaching context. I especially found the 7 principles of learning and 7 principles of effective teaching very useful. There are very few documented and researched based lists of principles available.
Dee Fink is the Director of the Instructional Development Program at University of Oklahoma, or he was when he wrote a book called: “Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses”
He also wrote short guide for instructors on how to design courses. It is called: ” A Self-Directed Guide to Designing Courses for Significant Learning” and it is available here: http://www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf for download.
This is an excellent resource to help faculty who could use a guide on how to design their courses or just their assessments even. It is a quick read. We use it quite a bit.
Don Norman’s essay: In Defense of Cheating describes some interesting things faculty can do to prevent cheating. Essentially his thesis is that we need to rethink and redesign our assessments so that cheating is not worthwhile.
I use this essay often to help faculty consider how poor traditional assessment strategies really are and to value some more progressive strategies.
It is an interesting essay and if you just Google “In Defense of Cheating”, you can always find it.
“The assessment of teaching and learning can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning. Similarly, assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students but not optimally helpful to their learning and growth. Done in tandem, assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance.”
Whys and hows of assessment, Eberly Centre for Teaching excellence, Carnegie Mellon University
http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html (retrieved on Nov. 4, 2013)
“Nothing worth understanding is mastered the first time.”
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. San Francsico. CA; Jossey-Bass p.15
Here is an interesting innovation developed by The University of Queensland which challenges students to present a compelling presentation on their thesis and its significance in just three minutes in language appropriate to a non-specialist audience.
Go to http://threeminutethesis.org/ for more information on this.
Here is an example of one of these presentations.