Hybrid Courses: Blending Online with Face-to-Face Instruction
Friday, November 21, 1:00-2:30pm, Knight Library Proctor 42
Science Literacy Teaching Journal Club Thursdays, 9:00am-9:50am or Fridays, 12:00pm (noon)-12:50pm, 317 Lewis Integrative Sciences Building
Join TEP in developing integrity.uoregon.edu, a Web resource for UO faculty and students. Can we add tips from you and your discipline? Or perhaps nominate a colleague or student for the "integrity in action" gallery?
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The images on TEP’s pages are of our UO past and present colleagues and students. All are housed in Special Collections and University Archives. If you can help identify the pictures beyond what’s cited here, please contact email@example.com.
Thinking about Course Learning Objectives
As the University asks faculty to begin adding course-level learning objectives to our syllabuses, here are ideas for what these might look like, and how they can be useful to faculty and students. If you have a favorite learning objective for your course [...]
AEI Surveys Faculty on ‘International Student Academic Needs,’ Responds to FAQs
A faculty survey created by UO’s American English Institute (AEI) explored the classroom implications of UO’s growing international student population. Distributed to all faculty in January by the Office of Communications, it garnered 223 responses representing 49 departments. [...]
Faculty reflection: A large-class instructor asks students to look around
Large-class teaching presents many challenges, which I learned firsthand last term when I taught a 170-student introduction to environmental humanities course, ENVS 203. The course is part of the core sequence required for all Environmental Studies and Environmental Science majors, but also fulfills the Arts and Letters Group Requirement, which means a significant percentage of non-majors take it. It’s organized into two weekly “lectures” and separate discussion sections led by GTFs. [...]
Apply Now for Funded Working Group on Active Teaching and Learning
We invite individual applications for a 16-person, funded faculty group that will work to revise one of each member’s courses, enhancing their creativity, interactivity, rigor, and skill building in keeping with research on how people learn. In brief: research on teaching and learning indicates that active classes that ask students to grapple with authentic problems and questions, give prompt facilitative feedback, and align assignments and activities tightly and transparently with faculty goals have the potential to increase student learning. [...]