Active Engagement in the Large Classroom: Here at UT and across the nation, many of our courses have large enrollments. Such structures offer their own set of opportunities for creating effective learning. In this document, you will find several tips for facilitating high quality, active student engagement in large classrooms.
Advice and Tips from Large Classroom Instructors at UTK: Instruction in a large classroom can be different than it is in a small or medium size classroom. Faculty have to think more intentionally about how they engage their students in the learning process. While there are several resources on best practices in large classroom instruction, arguably, the best resource is advice from large classroom instructors. In this document, we share four tips ofered by large classroom instructors at the University of Tennessee, Knoxville.
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 – How to Assess Lifelong Learning: This webpage will cover some of the key attributes of lifelong learning, how to measure attainment of lifelong learning outcomes, and how to determine the best methods to assess lifelong learning in your experiential course.
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 Report: This 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.
Collaborative Work in the Classroom Setting: When developing collaborative activities in your large classroom, following certain principles can enhance success. In this document, we explain the five pillars of effective group work and provide examples.
Designing Effective Exam & Test Questions: This 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 – Considerations for Planning an Experiential Learning Course: This webpage serves as a quick guide to help faculty determine whether or not incorporating experiential learning into a course will be beneficial for students and if so, which type of experiential learning would best serve the course’s needs.
Experience Learning – Explaining “Why Experiential Learning?” to Students: This webpage seeks to equip you by helping explain the academic and professional value of experiential learning to students.
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.
Experience Learning – Tips to Help Students Develop Skills for Lifelong Learning: This document outlines six habits for students to grasp that learning is a dynamic process that does not cease when they leave the university, and to recognize that they can find value in incorporating these principles into their lives right now.
Flipped Classrooms: An overview of flipped classrooms and additional resources to assist you in this teaching and learning strategy.
Inclusion – Awareness of Socioeconomic Diversity: Researchers 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.
Inclusion: Top 5 Tips for Facilitating Difficult Dialogues about Racism & Anti-Semitism: It is important that we as instructors consider ways to support students who may have difficulty processing race-related issues. This document features some tips to help both you as the instructor and your students navigate conversations about racism and discrimination.
Inclusion: Examples of Inclusive Language: Inclusive language is not code for cumbersome, dull or vague language; it simply refers to wording that has been carefully considered to treat all people with respect and impartiality. This document outlines examples of inclusive language.
Inclusion: Why Use Inclusive Language?: Through language we understand the relationships around us and our position within our environment. Exclusive language stunts the building of healthy relationships and can make people feel like outsiders. This document outlines the impacts of inclusive language and questions to ask yourself when deciding what language to use.
Lecturing Effectively: This webpage provides ways of making your lectures more engaging with students.
Online Service-Learning in a Nutshell: This document provides an overview of how service-learning and online learning can coincide and be successfully implemented within a course.
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 Classroom: This 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.
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.
Service-Learning in a Nutshell: This document provides a brief, general overview of what service-learning is.
Service-Learning: A Practical Guide for Faculty on Managing Partnership Logistics, Student Intake, & Orientation Processes with Knoxville Nonprofits: This document provides an overview of partnership logistics when working with local nonprofits.
Service-Learning: Online Service-Learning in a Nutshell: This document provides an overview of how service-learning and online learning can coincide and be successfully implemented within a course.
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 Toolbox: This 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.