Best Practices in Facilitating Experiential Learning Opportunities Online: This webpage outlines eight strategies that can help faculty implement experiential learning opportunities in an online or hybrid classroom.
Using Reflection to Increase Student Learning in Online Experiential Learning: We’ve outlined questions to ask your students before, during, and after class to help increase student learning in an online experiential learning context.
Online Service-Learning: Exercises for Students: We have created three exercises that are designed to help students in online service-learning courses develop a sense of place and prepare them for responsible service.
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.
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.
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.
Faculty Assessment Guides: 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: 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.
The What, Why & How of 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.
The Positive Role of Acknowledging Students’ Successes in Experiential Learning: This is a helpful roadmap to use when considering how to identify and celebrate students’ successes during an experiential learning course or opportunity.
Introduction to Orientations & Trainings in Experiential Learning: 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.
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 – 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.
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.
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.
Inclusive Teaching Toolbox: This Inclusive Teaching Toolbox is a resource created to empower you to teach to the needs of your students, while helping learners understand the value of inclusion for their future careers. We have designed this toolbox not as a list of “tips and tricks of the trade,” but rather as a mechanism to help you think about ways that you can leverage the diversity of your students to improve the learning in your classroom.
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.
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.
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.
Civility & Inclusion in Online Courses: This webpage outlines tips to promote civility and inclusion in online courses.
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.
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.
Engaging Classroom Activities: This webpage provides classroom activities that foster engagement and collaboration amongst students in your course.
Evidence-based Teaching Strategies: An overview and provided additional resources on evidence-based teaching strategies, which are applicable
Information on flipped classrooms: An overview of flipped classrooms and additional resources to assist you in this teaching and learning strategy.
Ways of Lecturing Effectively: This webpage provides ways of making your lectures more engaging with students.
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.
Five Pillars of 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.
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.
Reflection Activities: This document provides reflection activities for prior knowledge about a subject/topic, cognition, metacognition, competency, and for personal growth and change.
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 Course Design: Service-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.
Service-Learning in a Nutshell: This document provides a brief, general overview of what service-learning is.
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.
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.