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Resources from A – Z


Assessment Guides for Faculty: These guides give a breakdown of what assessments are expected from the instructor and students in experiential learning contexts, when the assessments will be disseminated to the instructor/student, and the purpose of each assessment.

Assessment Toolbox (Experiential Learning)This webpage provides multiple resources to meet various assessment needs, including a direct vs. indirect assessment guide, guided reflections for service-learning, collaboration rubric, ways to choose the right assessment tools, and rubrics for experiential learning.

Assessment Toolbox (Formative vs. Summative): This document provides explanations for formative and summative assessment, and tools in order to complete either type of assessment.

Assessment – Top 10 Considerations When Reviewing An Assessment Report: This list of considerations may be used in several ways. You may reference the list while reviewing reports, copy and/or paste items that are missing or need attention, and/or check of items as you fnd them and then share the document with the report writer.

Assessment – Top 12 Considerations When Writing the Annual Assessment ReportThis list of considerations includes information to write an effective annual assessment report.


Civility & Inclusion in Online Courses: This webpage outlines tips to promote civility and inclusion in online courses.

Classroom Activities: This webpage provides classroom activities that foster engagement and collaboration amongst students in your course.


Designing Effective Exam & Test QuestionsThis webpage provides an overview of the different types of exam questions that instructors can utilize, things to consider before creating the exam, and “after test” checks an instructor can use to determine that a good test was constructed and used.


Evidence-based Teaching Strategies: An overview and provided additional resources on evidence-based teaching strategies.

Experience Learning Course Designation System: As an ongoing approach to identify and promote experiential learning opportunities for our students, and as an additional way to better support our faculty who teach these courses, the University of Tennessee developed a course designation system for academic courses that include service-learning, undergraduate research, and internships.

Experience Learning Resource Guide: The purpose of this resource guide is to provide the information you need as a faculty or staff member or academic advisor to be a part of Experience Learning, and to equip you to engage our students in the opportunities surrounding experiential education here at the University of Tennessee.

Experience Learning – The Positive Role of Acknowledging Students’ Successes: This is a helpful roadmap to use when considering how to identify and celebrate students’ successes during an experiential learning course or opportunity.

Experience Learning –  Introduction to Orientations & Trainings: When facilitating an experiential learning opportunity, it can sometimes be tempting to dive in to the project or activity and immediately get started. However, it is a good practice to first provide students with an orientation to the activity, community, or partner with whom they will be working. This resources provides tips to providing such opportunities. 

Experience Learning – Considerations Before Choosing an Internship at a For-Profit Business: This document serves to help faculty empower students considering an internship with a for-profit company to understand whether or not they should be considered employees, and therefore eligible for compensation and other important employee protections, under the Fair Labor Standards Act (FSLA) and Title VII of the Civil Rights Act of 1964.


Flipped Classrooms: An overview of flipped classrooms and additional resources to assist you in this teaching and learning strategy.


Inclusion – Awareness of Socioeconomic DiversityResearchers are beginning to unravel the complex cloud of cultural, psychological, and emotional aspects that hinder the wellbeing and higher education success of socioeconomically disadvantaged students, and are suggesting educational and student support actions to assist students with those challenges. This document outlines strategies to assist these students confront the challenges of university success. 

Inclusion – Addressing Implicit Bias and its Impact on Teaching & Learning: This document defines implicit bias and microaggressions, and how both phenomenon can impact the educational environment. The resource provides tips in order to address microaggressions in the classroom.

Inclusion – Effective Practices in Teaching International Students: Many U.S. higher education institutions have seen increases in the number of international students. An important challenge to overcome with their increased enrollment is developing a teaching and learning experience that effectively engages and supports these students. This document aims to provide strategies in order to do so.

Inclusivity in Experiential and Service-Learning Courses: This document seeks to raise considerations to help foster inclusivity and cultural competency through your experiential or service-learning course. It also identifies online resources provided by Teaching & Learning Innovation and other campus offices who can work with you to create an inclusive experience for all involved.

Inclusion – Assessing your Cultural Competency: Self-Reflection for Inclusive Practice in the Classroom and Beyond: This document describes the concepts of “cultural competency” and “cultural humility” as they relate to various fields. The resource also provides tips to foster your “cultural competence” as an instructor.


Lecturing Effectively: This webpage provides ways of making your lectures more engaging with students.


Reflection Activities: This document provides reflection activities for prior knowledge about a subject/topic, cognition, metacognition, competency, and for personal growth and change.

Risk Management Resources: This webpage provides a Risk Management Handbook, the Risk Management Cycle, Risk Identification and Assessment tables, Impact and Likelihood tables, and a risk map. All of these resources are downloadable and interactive for your personal use.

Role-Playing in the College ClassroomThis document provides an overview of role playing, which is categorized as one of the twelve types of experiential learning at UT Knoxville. 

Rubrics – An Introduction: This webpage provides an introduction to rubrics, highlighting why rubrics should be used for certain assessments, the necessary components of a rubric, and the types of rubrics that can be used.


Service-Learning Course Design Guide: This guide can serve as a planning tool to guide faculty through the process of designing a service-learning course in alignment with the standards of UT’s new S course designation. Additionally, this guide can serve as a reference tool that includes helpful resources to support service-learning instructors.

Service-Learning Community Partnership Opportunities: Finding the most appropriate community organization or organizations to complement your service-learning course is vital to building a meaningful and sustainable partnership. We have worked with each community organization listed on this webpage to develop an opportunity description that captures each organization’s mission and needs, as well as examples of the types of service-learning activities your students could engage in.

Service-Learning Course Design Web ResourcesService-learning course design can be overwhelming, but we have a number of resources that will help both inform and simplify the process on this webpage.

S-Designation: The Service-Learning (S) course designation is intended to allow departments to demonstrate alignment of proposed service-learning courses with University of Tennessee, Knoxville standards for effectiveness. This webpage provides an overview of the S-Designation application process.

The Syllabus: On this webpage, you will find a syllabus checklist, new course syllabus template, the UT campus syllabus template, and various tactics on how to organize and design a syllabus. We would like to thank the Office of Information Technology for assisting us in making sure these resources meet accessibility standards.

Syllabus: Creating a Memorable Teaching Philosophy Statement: This document will provide you with a process for developing and writing a memorable teaching philosophy statement. This statement serves as a concrete illustration of the thinking, intention, and teacher identity of the instructor. It represents what students and colleagues can expect to encounter when the actual individual shows up to campus and the classroom.


Teaching Evaluation ToolboxThis tool was created with both the reviewer and the person reviewed in mind. To this end, this guide is divided into two sections – one containing helpful tips for evaluators and the other with advice for those being evaluated. The latter includes faculty up for tenure and lecturers up for review and promotion.

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