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Teaching Resources

CETL RepositoryThe Center for Excellence in Teaching and Learning invites you to browse the Resources and Scholarly Publications made available to the public. Feel free to download these materials as needed.


Active LearningActive Learning

Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. Active learning engages students in two aspects – doing things and thinking about the things they are doing.


Assessment Techniques

LATs & CATsRead about techniques that can be used to show that learning is occurring in our classes. Explore strategies designed to gauge learning within and across academic disciplines and instructional modalities, with an eye towards customized solutions for our classes. Discover how Learning Assessment Techniques (LATs) and Classroom Assessment Techniques (CATs) can be used to show what and how well our students are learning in real time, and what we can do to enhance student engagement and learning gains.


Balancing Learning and Growth

Balancing Learning and GrowthLearning is the acquisition of knowledge or skills through experience, study, or by being taught. Growth is the result of achieving positive changes in quality of life through broadening values, expanding life vision, and strengthening key identities. Integrating learning and growth requires deliberate planning, facilitation, and assessment. Explore an educational framework that promotes both learning and growth.


Copyright & Fair Use

CopyrightThe University of Idaho Library hosts an extensive website to assist the university community with issues of copyright. The homepage also functions as the University of Idaho Copyright Policy, and includes information on:

Culturally Responsive Pedagogy

Culturally Responsive PedagogyThe more we learn about learning, the more we realize the need to better understand our learners. Our learning population is rich in diversity, with students representing a broad array of cultural identities and reference points.


High-Impact Practices

High-ImpactHigh Impact Practices (HIPs) have been shown to have a significant positive impact on student learning, engagement, and retention. Gain familiarity with the research on HIPs and explore an inventory of evidence-based teaching and learning practices. Faculty and staff interested in developing and implementing high impact pedagogies, practices, and programs are encouraged to review the materials listed below.


Hot Topics

Hot TopicsPart of our responsibility as teachers and scholars is to investigate and discuss issues that are often controversial and around which divergent opinions exist. We want our students to speak up, but…we've all been there. We want productive dialogue and civility to prevail in a climate of mutual respect.


Implicit Bias

Implicit BiasWhat can you do when you experience implicit bias? What are some “in the moment” strategies you can use to cope with implicit bias, particularly when it is directed at you? Review the resources below to help you adopt tactics which disrupt and reduce implicit bias in the classroom, with colleagues, and by supervisors.


Inclusion by Design

Inclusion by DesignInclusive learning experiences don't just happen; they are made…carefully and with intentionality. Read the resource materials provided to learn about applied strategies for designing inclusive learning environments and experiences.


Leading Effective Discussions

Upwards of 80% of college faculty report that class discussion is their dominant and preferred method of instruction. In addition to ranking among the most-used pedagogical techniques, scholars such as McKeachie have argued that it is also one of the most valuable. Leading Effective DiscussionsThere is, however, a distinction between "a discussion" and "a good discussion." Pedagogically, we should learn from the experience. Further, and perhaps especially in these times, we need to be able to facilitate effective discussions in our classes. Read the resource materials provided below to learn how discussion can be used to help students develop and present ideas, respond appropriately to others, and illustrate the value of logic, evidence, and collaborative learning.


Meaningful Feedback

Our goal as teachers is to help our students learn. One sure-fire way to make this connection is by designing and linking good assignments to good feedback, and by giving students the opportunity to improve through our input. Meaningful FeedbackHow can you create "transparent" assignments that make sense to the students? How do you give good, useful, and timely feedback that helps student thrive and improve? How should you share your assessment of student progress and performance (including grades in Canvas) throughout the semester?



RubricsIf you are interested in meaningful critical refection, how students can articulate their learning, and how a simple “cognitive wrappers” rubric can help students become more aware of their learning experiences in the classroom, in the field, or abroad, please check out the resource materials provided below. Learn about strategies and models that help students understand, articulate, and assess their learning processes, experiences, and findings within, across, and beyond the curriculum. Faculty seeking to develop and enhance community-, civic-, and (global) service-learning classes may find these resources particularly applicable to their interests and efforts.


Teaching for Learning

Teaching for LearningThere is a growing body of research examining the effectiveness of various teaching methods in the support of learning. Read the resource materials listed below to learn about how you might improve your teaching by studying this new science of learning.


Teaching Large Classes

Teaching Large ClassesThe best research on “teaching and learning in large classes” focuses less on "how large is too large" and more on strategies for engaging students (and managing our effort) when the faculty to student ratio induces the belief that something’s got to give. Use the resource materials below to explore the assumptions, challenges, and opportunities that come with teaching larger classes, as well as strategies to increase engagement, decrease anonymity, and balance instructional effort.


Three Steps to Student LearningThree Steps to Student Learning

Examine the proposition that all learning—even the silent stuff—is active learning. Learn about strategies you can use to promote, recognize, and assess learning in its various forms. Based on research from the new science of learning, read about how to (1) gain and sustain attention, (2) facilitate cognitive engagement, and (3) provide opportunities for students to apply knowledge to different circumstances and contexts.


Transparency in Learning & Teaching (TILT)

Transparency in Learning and Teaching(TILT)TILT (Transparency in Learning and Teaching in Higher Education) consists of a number of strategies that can be applied across the curriculum and in various contexts, including assignments, curricula, assessments, and strategic initiatives designed to enhance student success equitably. It is based on an award-winning educational development and research project and helps faculty design and implement a transparent teaching framework to promote student success,

TILT promotes students success through: (1) a conscious understanding of how students learn -– and how we help them understand their own learning, (2) sharing practices and data about student learning across institutions and disciplines, and (3) working with faculty to design clear and effective learner- and learning-centered assignments. Together, we can shrink the gap between faculty expectations and student performance.


Universal Design for Learning

UDL: Representation, Action & Expression, EngagementUniversal Design for Learning (UDL) explicitly acknowledges and addresses multiple means of expression, representation, and engagement to create meaningful learning experiences for ALL students. It is not about changing our teaching to accommodate individual students; it is about broadening our understanding of the different ways that students can learn and demonstrate their learning, and how we can build that into our classes and assignments.


Video Lecture DeliveryVideo & Screancasting

Seamlessly convert your course for flexible delivery by creating short, engaging video lectures that keep your student's attention.

Short video lecture examples

Create and Store Video Content in Canvas

Options for delivering video to students through Canvas

PanoptoUsing Panopto Panopto
Follow the help links below to learn how to use Panopto to host and record video for delivery in your Canvas course.


Instructors should be mindful of policies regarding FERPA. Test your knowledge by
taking the FERPA Tutorial in VandalWeb under Personal Information.