This resource identifies several myths that are often voiced about accessibility in the classroom, then counters those myths with the actual facts.
This resource includes a selected list of OERs that deal with the subject of college preparedness, including strategies for academic success, advice for first-year students, and techniques for effective learning.
The purpose of the roadmap is to design the overall architecture of a course. This resource can be used to map a course’s activities so that the team can ensure good alignment and sequencing of the assignments.
This resource is used to map a course’s activities so that faculty can ensure good alignment and sequencing of the assignments.
This document is used to map a course’s curriculum at the assignment/project level and see relationships between the different components of that assignment.
This document will help you review courses for culturally sound design, as well as design courses with better awareness.
This document will help you to review courses for culturally sound design, as well as design courses with better awareness.
This resource includes best practices in applying learning design principles, searching for learning resources, identifying digital rights requirements, and ensuring accessibility compliance in the classroom.
This resource provides useful tips on how instructors can promote teams and teamwork in their course or program.
This document is used as a programmatic planning tool. First, stakeholders collaborate to map out the goals and key elements at a program level. Then, with these goals and elements in mind, stakeholders design each course.
This template will guide faculty or program directors in how to map out a course into competencies, deliverables, learning topics, course-specific materials, and so forth.
UMGC slideshow that highlights how engaging practices in online learning and authentic student assessments can promote integrity across the educational spectrum.
In Fall 2021, the University System of Maryland’s William E. Kirwan Center for Academic Innovation hosted a faculty showcase titled Silver Linings: Lessons Learned from Teaching during the Pandemic. Faculty, individually and with colleagues, shared challenges, triumphs, lessons learned, and new approaches for supporting quality teaching and learning brought on by the COVID-19 pandemic. Sessions explored novel instructional approaches, active learning pedagogies, student engagement practices, assessment techniques, communication strategies, and faculty-staff and faculty-student partnerships.
Following the showcase, presenters were invited to take part in these proceedings, in which they were asked to critically reflect on the work that they undertook. Together, these essays help paint a picture of teaching and learning efforts that are flexible, creative, empathetic toward students, and inclusive of students’ differing needs. In terms of organization, the volume’s essay topics start with finer-grained, classroom-level adaptations and move through broader philosophical musings, research findings, and faculty and student supports.
The intended audiences for this volume are faculty colleagues and those who support them in the work of fostering intentional, high-quality teaching and learning, from department chairs and deans, to instructional designers, to teaching and learning center directors. It is also my hope that more senior academic leaders will read this volume and consider the ways in which institutions writ large can better support faculty in advancing the kinds of innovations found within this volume.
A PDF of this book is available for download at https://www.usmd.edu/cai/sites/default/files/Silver%20Linings%20%281%29.pdf
This resource offers a selected list of OERs that focus on standardized testing, including arguments for and against standardized testing, other types of formal assessments, and the methods of implementing standardized testing assessments.
This resource offers a selected list of OERs that deal with the issue of learning anxiety among students, including practices for reducing test anxiety, the relation of test anxiety and test performance, reading anxiety, and other concerns.
This resource provides guidance to faculty on 1) how to compose instructions that provide learners with sufficient information to complete the deliverables and allow faculty to accurately assess competencies and 2) how to present instructions in a way that encourages learners to notice, remember, and follow through on critical features of the assignment.