# data[].attributes.body
These University centers serve as a hubs for promoting high-quality, innovative teaching practices and fostering a culture of continuous professional development among faculty. Their purpose is to support educators in enhancing their teaching effectiveness and student engagement through a range of resources, such as workshops, consultations, teaching tools, research on pedagogical strategies, and collaboration opportunities. These centers aim to advance the overall quality of education by integrating evidence-based teaching methods, supporting diverse learning environments, and cultivating a community focused on reflective and student-centered teaching practices.

# data[].attributes.body
Peer Reviewed research articles related to online teaching and learning.

# data[].attributes.body
Student agency involves allowing students to engage in self-determined and intentional learning activities. It is supported through several practices:

Providing choices

Articulating and communicating course design rationales:

Incorporating student voice

Supporting self-regulation

# data[].attributes.body
Instructor presence can be categorized into two types:

Social Presence: Develop emotional and social connections with students. Techniques include:

Academic Presence: Involve instructors actively in the learning process to provide necessary academic support:

Peer presence refers to the opportunities for students to learn through interaction with their peers:

Peer Academic Presence: Encourage collaborative learning and knowledge sharing among peers

Peer Social Presence: Foster social interactions among students to create a sense of community

# data[].attributes.body
Instructional design for online courses should emphasize creating a learning environment that aligns with how people process information, engage with content, and develop skills. Effective instructional design starts with understanding learners' needs and backgrounds to tailor content and activities that cater to diverse learning styles. It involves setting clear, measurable learning goals and aligning all activities and assessments to support these objectives. Motivation is fostered by creating a supportive environment that provides autonomy, sets meaningful goals, and encourages engagement. Continuous improvement is built into the design process, leveraging feedback, reflection, and data to adapt and refine teaching practices.

# data[].attributes.body
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students.

# data[].attributes.attachment_link.description
Peralta Colleges Distance Education Online Equity Rubric

# data[].attributes.headline
TILT -Transparency in Learning and Teaching in Higher Education

# data[].attributes.subject
TILT -Transparency in Learning and Teaching in Higher Education

# data[].attributes.body
The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed) is an award-winning national educational development and research project that helps faculty to implement a transparent teaching framework that promotes college students' success.

# data[].attributes.attachment_link.description
The following resources from the Transparency in Learning and Teaching project (TILT Higher Ed) can help faculty, educational developers and administrators to apply the Transparency Framework (of purpose/task/criteria) in contexts including assignments, curricula, assessment and strategic initiatives, all toward the goal of enhancing student success equitably.

# data[].attributes.body
This is an example from my Calculus class of an assignment presented in the TILT format. The purpose of the assignment is to facilitate self-evaluation and reflection on the key concepts. This exercise aims to deepen understanding of fundamental concepts and improve ability to communicate and collaborate with peers. Marty Romero - Santa Ana College

# data[].attributes.attachment_link.title
TILT - Reflection Peer Presence Deliberate Practice

# data[].attributes.headline
Oakland University -Center for Excellence in Teaching and Learning

# data[].attributes.subject
Oakland University -Center for Excellence in Teaching and Learning

# data[].attributes.body
Our mission is to lead and cultivate inclusive, innovative and high-impact teaching practices and scholarship that enhance student learning. CETL is a collaborative hub for teaching excellence, engagement, and inspiration for the Oakland University educational community.

# data[].attributes.attachment_link.readable_text
These teaching and learning resource collections include teaching tips, books, videos, podcasts, tools and other materials by topic so that you can read in line, watch during lunch or listen on your commute.

New additions: Artificial Intelligence in Teaching and Alternative Grading Approaches

CETL at OU Web Resources Library, on Google Drive

In order to make teaching and learning resources more searchable, accessible, and current, CETL organizes online resources on Google Drive in a public CETL at OU Web Resources folder. Browse resources organized by topic, search the folder by keyword, and save files of interest by downloading them or adding them to your My Drive.

Some resources available
CETL Library Book Collection
Come visit our CETL Library. You can use the materials here or check them out. We have an extensive collection of books on teaching and learning in higher education. Our library is always growing. If you have a title that you would like us to order, please let us know ([email protected] ).
See also a list of OU faculty's published work on teaching and learning. SoTL Library Journals
Scholarship of Teaching and Learning Journals can be accessed through Kresge Library. Keenesaw State University offers a Teaching Journals Directory.

# data[].attributes.attachment_link.description
These teaching and learning resource collections include teaching tips, books, videos, podcasts, tools and other materials by topic so that you can read in line, watch during lunch or listen on your commute.

# data[].attributes.body
We appreciate that educating is a journey, like any journey it’s helpful to start with a sense of the directions you can go–The Purposeful learningTM Framework is our guidepost. We’ve combined decades of research and practical experience to distill the essence of the learning experience to 8 elements that set the stage for teaching and learning success. These elements guide educators not just on designing but on everyday delivery of great learning experiences. And they create a shared language for delivering experiences that are social, inclusive, and humanized to maximize teaching & learning engagement.

# data[].attributes.attachment_link.description
Our approach has been developed to empower educators to be at their best. Emerging from decades of research, innovation, and practical experience, our method informs everything we do.

# data[].attributes.body
Critically reflect as to how effectively your course meets the Purposeful Learning Framework by applying the following scale to each of the 30 objectives.

# data[].attributes.headline
The Online Network of Educators  Youtube Playlist

# data[].attributes.subject
The Online Network of Educators  Youtube Playlist

# data[].attributes.body
The Online Network of Educators (@ONE) provides professional development opportunities designed to improve online teaching and learning in the California Community Colleges.

# data[].attributes.attachment_link.description
The Online Network of Educators (@ONE) provides professional development opportunities designed to improve online teaching and learning in the California Community Colleges.

# data[].attributes.headline
Online Instruction for a Humanized Learning Experience:
Techniques Used by College Instructors

# data[].attributes.subject
Online Instruction for a Humanized Learning Experience:
Techniques Used by College Instructors

# data[].attributes.body
Based on an extensive review of the literature, this study developed a coding scheme of humanization practices and conducted content analysis of 244 excerpts of teaching practices from 17 online courses that demonstrated high levels of humanized instruction out of 100 randomly selected online courses at a large community college. The results reveal eight techniques that instructors used to humanize their online courses.

# data[].attributes.attachment_link.title
Online Instruction Humanizing Experience 

# data[].attributes.headline
Design for Learning Equity with Kevin Kelly - Think UDL Podcast

# data[].attributes.subject
Design for Learning Equity with Kevin Kelly - Think UDL Podcast

# data[].attributes.body
Welcome to Episode 36 of the ThinkUDL podcast: Design for Learning Equity with Kevin Kelly. Kevin is a Faculty Lecturer in the Department of Equity, Leadership Studies & Instructional Technologies at San Francisco State University. The conversation is filled with an almost overwhelming amount of resources from Kevin’s encyclopedic grasp of equity and online learning studies and materials that he applies to his courses and graciously shares with us in this conversation

# data[].attributes.attachment_link.title
Design for Learning Equity with Kevin Kelly | Think UDL

# data[].attributes.attachment_link.description
Welcome to Episode 36 of the ThinkUDL podcast: Design for Learning Equity with Kevin Kelly. Kevin is a Faculty Lecturer in the Department of Equity, Leadership Studies & Instructional Technologies at San Francisco State University. I talked with Kevinat the Teaching for Active and Engaged Learning Lilly Conference in San Diego, California, February 27-29, 2020.

# data[].attributes.headline
Self Reflection/Evauaton and Deliberate Practice

# data[].attributes.subject
Self Reflection/Evauaton and Deliberate Practice

# data[].attributes.body
This is an example from my Calculus class of an assignment presented in the TILT format. The purpose of the assignment is to facilitate self-evaluation and reflection on the key concepts. This exercise aims to deepen understanding of fundamental concepts and improve ability to communicate and collaborate with peers.  Marty Romero - Santa Ana College

# data[].attributes.attachment_link.title
TILT - Reflection Peer Presence Deliberate Practice

# data[].attributes.headline
The Norton Guide to Equity-Minded Teaching (FREE e-book)

# data[].attributes.subject
The Norton Guide to Equity-Minded Teaching (FREE e-book)

# data[].attributes.body
Written by renowned teaching and learning experts, this guide offers concrete steps to help any instructor striving to ensure that all students—and, in particular, historically underserved students—have an equal chance for success. Here you’ll find actionable tips, grounded in research, for teaching college classes online, in person, and everywhere in between.

Available now as a free ebook to all instructors.

# data[].attributes.attachment_link.readable_text
Mays Imad is an assistant professor of biology and equity pedagogy at Connecticut College. Prior to that, she founded the teaching and learning center at Pima Community College in Tucscon, Arizona. A Gardner Institute Fellow and an AAC&U Senior Fellow, Imad's research focuses on stress, self-awareness, advocacy, and classroom community, and how these impact student learning and success. A nationally-recognized expert on trauma-informed teaching and learning, Imad works to promote inclusive, equitable, and contextual education-all rooted in the latest research on the neurobiology of learning.

# data[].attributes.attachment_link.title
The Norton Guide to Equity-Minded Teaching

# data[].attributes.attachment_link.description
Mays Imad is an assistant professor of biology and equity pedagogy at Connecticut College. Prior to that, she founded the teaching and learning center at Pima Community College in Tucscon, Arizona. A Gardner Institute Fellow and an AAC&U Senior Fellow, Imad's research focuses on stress, self-awareness, advocacy, and classroom community, and how these impact student learning and success.

# data[].attributes.headline
Small Teaching Online: Applying Learning Science in Online Classes (BOOK)

# data[].attributes.subject
Small Teaching Online: Applying Learning Science in Online Classes (BOOK)

# data[].attributes.body
This book outlines practical and feasible applications of theoretical principles to help your online students learn. It includes current best practices around educational technologies, strategies to build community and collaboration, and minor changes you can make in your online teaching practice, small but impactful adjustments that result in significant learning gains.

# data[].attributes.attachment_link.readable_text
Increasingly, students are moving away from traditional on-campus classes and opting for online classes. To serve all their students, faculty must be prepared to teach effectively in both the physical classroom and online learning environments. Small Teaching Online: Applying Learning Science in Online Classes presents practical strategies based on the premise that the everyday decisions we make, when grounded in research, can have an outsized impact on student learning.

Small Teaching Online explores the unique challenges of online instruction and shares the small teaching strategies that have proven to have a powerful effect on online classroom engagement and learning. The authors provide an approach that applies to face-to-face and hybrid courses as well as fully online courses. The book includes helpful techniques for engaging students in online learning environments and offers practical suggestions you can use immediately.

Intended as a down-to-earth resource for busy faculty, the book is filled with recommendations that are easy to implement. Discover how you can help your students stay present and engaged so they can learn. How you can motivate your students to persist and succeed. How you can inspire and motivate yourself to bring your best teaching to your online classes and the online components of your in-person and hybrid classes too.

Small Teaching Online is a must-have book that presents research-based teaching techniques from an expert in online teaching and instructional design and the bestselling author of Small Teaching .

"For anyone teaching online―novice or seasoned― Small Teaching Online is a must-read! Darby expertly combines educational research and her expertise as an instructional designer to suggest practical solutions to challenges faced in the online environment in bite-sized chunks that don't overwhelm." ―MEL YOUNG,
Teaching and Learning Innovation Hub, Cambrian College, Blogger, disruptivepedagogy.ca

"Darby and Lang extend the powerful Small Teaching paradigm successfully to the online teaching and learning environment. Faculty who are new to online teaching are especially well-served with this superb introduction to research-based incremental strategies."
―VICTORIA MONDELLI, Founding Director, Teaching for Learning Center, University of Missouri

"An unexpected delight! Flower brightens the literature she cites with her experiences and experiments in her own online classes―what she tried, what worked well and what didn't, and how she improved on less-than-perfect results. You feel like you're getting to know her and finding a new friend and mentor."
―LINDA B. NILSON, Director Emeritus, Office of Teaching Effectiveness and Innovation, Clemson University

"Any professor would find this book useful, whether you teach entirely online, in a flipped classroom, or just want your course website to be more than a folder of readings. Flower Darby mixes her rich experience as a teacher and learner with a careful review of the most current literature to bring us a work that's deep with context and immediately applicable."
―JOSEPH M. MURPHY, Director of the Center for Innovative Pedagogy, Kenyon College

"In his book Small Teaching: Everyday Lessons from the Science of Learning, Jim Lang provided instructors with practical, simple, and easy strategies for maximizing student learning and success. Flower Darby and Lang now offer Small Teaching Online: Applying Learning Science in Online Classes , an equally important book for those who strive to create engaged learning experiences for students in an online environment. This will be really helpful to many instructors, whether teaching online or face-to-face or in a hybrid format. Indeed anyone who cares about student learning and student success in the 21 century would benefit from implementing the lessons presented in this book." ―DR. JERRY DADAY, Executive Associate Dean, Institute for Engaged Learning, Professor of Sociology, IUPUI

"The work of teaching is hard. Coupled with the often-uncharted paths involved in teaching online, it can feel downright discouraging. Enter Small Teaching Online . It is a practical guide to help us design our online classes to support learning, be more experimental in our pedagogy, give effective feedback, help students persist, and create more authentic connections. This book helps us see how we can continue to iterate one small step at a time toward excellence in online teaching." Director, Institute for Faculty Development, Vanguard University; host,Teaching in Higher Ed podcast
―BONNI STACHOWIAK,

"What faculty members teaching online need most of all are research-based, but very practical strategies they can use in their online learning environments tomorrow. Darby and Lang's book, chock full of great ideas that faculty can use right away, is just the resource we have all been looking for."
―LARRY GALLAGHER, Former Director of Faculty Professional Development at Northern Arizona University

# data[].attributes.attachment_link.title
Small Teaching Online: Applying Learning Science in Online Classes

# data[].attributes.attachment_link.description
Small Teaching Online: Applying Learning Science in Online Classes [Darby, Flower, Lang, James M.] on Amazon.com. *FREE* shipping on qualifying offers. Small Teaching Online: Applying Learning Science in Online Classes

# data[].attributes.headline
Design for How People Learn (Voices That Matter)  BOOK

# data[].attributes.subject
Design for How People Learn (Voices That Matter)  BOOK

# data[].attributes.body
In Design For How People Learn, Second Edition, you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing.

# data[].attributes.attachment_link.readable_text
Products, technologies, and workplaces change so quickly today that everyone is continually learning. Many of us are also teaching, even when it's not in our job descriptions. Whether it's giving a presentation, writing documentation, or creating a website or blog, we need and want to share our knowledge with other people. But if you've ever fallen asleep over a boring textbook, or fast-forwarded through a tedious e-learning exercise, you know that creating a great learning experience is harder than it seems.

In Design For How People Learn, Second Edition , you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing. Updated to cover new insights and research into how we learn and remember, this new edition includes new techniques for using social media for learning as well as two brand new chapters on designing for habit and best practices for evaluating learning, such as how and when to use tests. Using accessible visual metaphors and concrete methods and examples, Design For How People Learn, Second Edition will teach you how to leverage the fundamental concepts of instructional design both to improve your own learning and to engage your audience.

# data[].attributes.attachment_link.title
Design for How People Learn (Voices That Matter)

# data[].attributes.attachment_link.description
Design for How People Learn (Voices That Matter) [Dirksen, Julie] on Amazon.com. *FREE* shipping on qualifying offers. Design for How People Learn (Voices That Matter)

# data[].attributes.headline
Princeton University: The McGraw Center for Teaching and Learning, (Re)designing for Equity & Inclusion

# data[].attributes.subject
Princeton University: The McGraw Center for Teaching and Learning, (Re)designing for Equity & Inclusion

# data[].attributes.body
As Princeton increases access to higher education for underrepresented groups, it is critical to understand that creating an inclusive community doesn’t end with recruiting a diverse student body. Beyond getting students in the door, we have an obligation to ensure that all students have the opportunity to succeed. We invite you to (re)design your course to promote equity and inclusion, so that all students feel welcome and empowered to learn.

# data[].attributes.attachment_link.description
(Re)design your course to promote equity and inclusion, so that all students feel welcome and empowered to learn.

# data[].attributes.body
Here you’ll find our learnings from the educators we partner with, the innovators we admire, and the experiences we share with the teaching & learning community.

# data[].attributes.attachment_link.description
At Alchemy we’re committed to learning. Here you’ll find our learnings from the educators we partner with, the innovators we admire, and the experiences we share with the teaching & learning community.

# data[].attributes.headline
Cornell University Center for Teaching Innovation

# data[].attributes.subject
Cornell University Center for Teaching Innovation

# data[].attributes.body
The Center supports instructors of any discipline or career stage to design, implement, and assess inclusive, student-centered learning environments. Evidence-based teaching methods actively engage students in their own learning.

# data[].attributes.attachment_link.readable_text
The Center supports instructors of any discipline or career stage to design, implement, and assess inclusive, student-centered learning environments. Evidence-based learning methods actively engage students in their own learning.

Contact us by telephone, email, or drop in to the Center. In addition to one-on-one consultation services, we offer institutes, workshops, conferences, and other opportunities.

# data[].attributes.attachment_link.description
The Center supports instructors of any discipline or career stage to design, implement, and assess inclusive, student-centered learning environments. Evidence-based learning methods actively engage students in their own learning. Contact us by telephone, email, or drop in to the Center. In addition to one-on-one consultation services, we offer institutes, workshops, conferences, and other opportunities.

# data[].attributes.body
Creative ways to help students reflect in your class.

# data[].attributes.attachment_link.description
Reflective activities Creative ways to do student introductions on your first week of classes. Use this reflective activity to bring students together to talk about their experiences at the end of a project. Maha Bali This is a reflective activity that can be done at the beginning of a semester to help students set their

# data[].attributes.body
Creative ways to do student introductions on your first week of classes.

# data[].attributes.attachment_link.description
Introductory activities Creative ways to do student introductions on your first week of classes. Activity This is a great warming-up activity that helps to build close connections between students. Maha Bali Activity The purpose of the activity is to help students to get to know each other a little better in an online classroom.

# data[].attributes.body
Key Considerations for Effective Assessment and Feedback in Online Math Classes:

Use Formative Assessments Regularly: Incorporate quizzes, problem sets, and polls to continuously gauge student understanding and adjust instruction.

Provide Timely, Specific, and Actionable Feedback: Offer immediate, constructive feedback that guides students on what they did well and how they can improve.

Encourage a Growth Mindset: Frame feedback to emphasize effort, persistence, and learning from mistakes, helping students view challenges as opportunities.

Diversify Assessment Types: Utilize a mix of assessment methods (e.g., quizzes, projects, peer assessments) to cater to different learning styles and needs.

Leverage Technology for Interactive Feedback: Use adaptive tools and online platforms that offer step-by-step guidance and instant feedback to keep students engaged.

Foster Reflective Practice: Encourage students to reflect on feedback, set learning goals, and actively engage in their learning process.

Ensure Equity and Accessibility: Design assessments that are accessible to all students, considering varied technological capabilities and learning environments.

# data[].attributes.headline
Calculus Video Quiz and Reflection (Example)

# data[].attributes.subject
Calculus Video Quiz and Reflection (Example)

# data[].attributes.body
The purpose of this assignment is to help students reinforce and review essential concepts in the class and to orally communicate their understanding of these concepts. The reflection on a mathematical idea you will enhance thier appreciation of the subject and develop a personal connection to the material.  By successfully completing this quiz students will reflect and practice key skills that are essential for success in this course and your future STEM career. Marty Romero - Santa Ana College

# data[].attributes.body
I use variations of these GTKY discussions in my online classes. The purpose of this assignment is to help students become familiar with classmates and start forming a supportive online learning community. This activity fosters a sense of connection and collaboration among the class, which is essential for collaborative success in this class. I also share my answers to these prompts to start the process. Marty Romero - Santa Ana College

# data[].attributes.headline
Lilly Conferences on Evidence-Based Teaching and Learning

# data[].attributes.subject
Lilly Conferences on Evidence-Based Teaching and Learning

# data[].attributes.body
The ITLC hosts five annual Lilly Conferences on Evidence-Based Teaching and Learning. These conferences provide opportunities for the presentation of the scholarship of teaching and learning and offer faculty and administrators of all disciplines and at various stages in their academic careers the opportunity to exchange ideas, build a repertoire of useful skills, and network with colleagues.

# data[].attributes.attachment_link.readable_text
Conferences

The ITLC hosts five annual Lilly Conferences on Evidence-Based Teaching and Learning. These conferences provide opportunities for the presentation of the scholarship of teaching and learning and offer faculty and administrators of all disciplines and at various stages in their academic careers the opportunity to exchange ideas, build a repertoire of useful skills, and network with colleagues.

For more information on the Lilly Conferences, visit www.lillyconferences.com

# data[].attributes.attachment_link.description
We host five annual Lilly Conferences, which provide opportunities for the presentation of the scholarship of teaching and learning

# data[].attributes.headline
College Online Courses Have Strong Design in Scaffolding but Vary Widely in Supporting
Student Agency and Interactivity

# data[].attributes.subject
College Online Courses Have Strong Design in Scaffolding but Vary Widely in Supporting
Student Agency and Interactivity

# data[].attributes.body
This study develops a rubric comprising three quality concepts critical to addressing online learning challenges: Scaffolding, which supports student self-regulated learning processes; Student Agency, which promotes student choices and voices; and Social Presence and Interpersonal Interaction, which enhances student connection with peers and instructors. We then examine the extent to which college online courses reflect the three concepts following a 3- point scoring scale (“beginning,” “developing,” or “proficient”) based on observation data collected from 100 randomly selected courses. Our results indicate that about two-thirds of the courses score at or above the developing level, demonstrating some but insufficient incorporation of design features that can enhance the three concepts. While most courses are above the developing level for “Scaffolding,” less than half and less than one-third reach the developing level for the other two concepts. We further identify variations in course design based on instructor characteristics, where female instructors, instructors with higher educational attainment, and instructors teaching fewer credit hours had higher scores.

# data[].attributes.attachment_link.title
College Online Courses Have Strong Design in Scaffolding but Vary Widely in Supporting Student Agency and Interactivity 

# data[].attributes.body
Authentic assessments increase students' critical thinking, improve engagement, and reduce the ease of "finding the right answer" online. This guide will introduce provide an overview of authentic assessments and get you started with ideas shared by CCC faculty.

# data[].attributes.attachment_link.readable_text
Authentic assessments increase students' critical thinking, improve engagement, and reduce the ease of "finding the right answer" online. This guide will introduce provide an overview of authentic assessments and get you started with ideas shared by CCC faculty.

# data[].attributes.attachment_link.title
Authentic Assessment Guide - Online Network of Educators

# data[].attributes.attachment_link.description
Authentic assessments increase students' critical thinking, improve engagement, and reduce the ease of "finding the right answer" online. This guide will introduce provide an overview of authentic assessments and get you started with ideas shared by CCC faculty.

# data[].attributes.headline
Performance Assessment Resource Bank (Free Sign-Up)

# data[].attributes.subject
Performance Assessment Resource Bank (Free Sign-Up)

# data[].attributes.body
The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment. These resources have been collected from educators and organizations across the United States and reviewed by experts in the field.

# data[].attributes.attachment_link.description
The Performance Assessment Resource Bank is an online collection of high-quality performance tasks and resources that support the use of performance assessment for meaningful learning. Resources include performance tasks, professional development tools, and examples of how schools, districts, and states have integrated performance assessment into their systems of assessment.

# data[].attributes.body
Culturally Responsive teaching is an educational approach that seeks to empower students by incorporating their cultural backgrounds, experiences, and perspectives into the curriculum and teaching methods, making learning more meaningful and accessible. It includes attention to asset based perspectives, cultural competence, critical consciousness, and academic achievement. Humanizing approaches emphasize the dignity and humanity of each student, focusing on building relationships, fostering empathy, and creating a supportive and inclusive learning environment.

# data[].attributes.headline
Statistics Example - Application Quiz - What's a Fair Start?

# data[].attributes.subject
Statistics Example - Application Quiz - What's a Fair Start?

# data[].attributes.body
What's a Fair Start? Application Quiz - The purpose of this assignment is to help students explore and critically reflect on philosophical concepts of justice and meritocracy, as discussed by John Rawls and Michael Sandel. They analyze philosophical arguments, develop critical thinking skills, and articulate thoughts on fairness, justice, and the impact of meritocracy on society. They use theses ideas to apply methods for research questions and conducting a basic research study. Marty Romero Santa Ana College

# data[].attributes.attachment_link.title
Statistics Application Quiz - What's a Fair Start?

# data[].attributes.headline
Humanizing Online STEM Academy Showcases

# data[].attributes.subject
Humanizing Online STEM Academy Showcases

# data[].attributes.body
Ten cohorts of the Humanizing Online STEM Academy have been grant-funded by the California Education Learning Lab. Throughout the six weeks of the Academy, participants complete assignments that provide them with hands-on experience creating psychologically inclusive digital content. For their final project, participants curate their eight Humanizing Elements into a public website or “showcase.” The showcases contain links, screenshots, and video tours of the elements contextualized within the participant’s humanized online course. The participants share their showcase with a Creative Commons-Attribution-NonCommercial (CC-BY-NC) license to intentionally encourage the spread of unique approaches and adoption of humanized online teaching.

# data[].attributes.attachment_link.readable_text
STEM Faculty

Sam Abbas, Chemistry, Saddleback College

Amanda Admire, Geology, Cal Poly Humboldt University

Gilbert Ayuk, Physics, Bakersfield College

Mandy-Tanita Brinkmann, Chemistry, San Francisco State University

Jennifer Brown, Math, CSU Channel Islands

Tara Buñag, Chemistry, Modesto Junior College

Kerry Byrne, Environmental Science & Management, Cal Poly Humboldt University

Thomas Clobes, Health Sciences, CSU Channel Islands

Angelica Cortes, Math, Modesto Junior College

Angela Hill-Crim, Anatomy & Physiology, Bakersfield College

Hina Hosman, Biology, San Francisco State University

Shasta Ihorn, Psychology, San Francisco State University

Saeed Jafarzadeh, Computer Science, Bakersfield College

Young Sub Kwon, Kinesiology, Cal Poly Humboldt University

Heather-Rose Lacy, Science & Engineering, San Francisco State

Jennifer Leicht, Allied Health & Dental Hygiene, Foothill College

Milena Lilles, Biology, Bakersfield College

Jennifer Long, Math, Modesto Junior College

Erynn Lucas, Microbiology, Modesto Junior College

Elizabeth McInnes, Biology, Modesto Junior College

Erica Mullins, Biology, Bakersfield College

Mike Murphy, Computer Science, Foothill College

Malori Anne Redman, Atmospheric Science, San Francisco State

Juan Rodriguez, Math, Bakersfield College

Niloofar Salehi, Chemistry, Foothill College

Roxanne Schroeder, Biology, Humboldt State University

Abdur Siker, Computer Science, San Francisco State University

Holly Watt, Behavioral Sciences, Bakersfield College

Baba Kofi Weusijana, Computer Science, Foothill College

Rebecka Zepeda, Biology, Bakersfield College

Ting Zhou, Chemistry, San Francisco State University

Faculty Support

Kristi O'Neil-Gonzalez, Learning Designer, CSU Channel Islands

Pamela Rivers, Asst. Dir, Academic Technology, Bakersfield College

Alex Rockey, Instructional Technology Instructor, Bakersfield College

Paula Schales, Instructional Designer, Foothill College

# data[].attributes.attachment_link.title
Humanizing Showcases - Humanize Online STEM

# data[].attributes.attachment_link.description
These are the final projects submitted by Academy participants. Share them with peers who are interested in seeing how STEM faculty are implementing the eight elements.

# data[].attributes.body
Reinforce Statistical Concepts and Practice Interpreting Statistical Results - Developed by Robert G. Kelley Ph.D - Mira Costa College.

# data[].attributes.attachment_link.description
The games on this site are beneficial, free & mobile device-friendly. Learn in a supportive environment.
26 Games for Reinforcing Statistical Concepts and Interpreting Results
6 Activities for Gaining Experience with SPSS Statistical Software

# data[].attributes.headline
Statistics Example - Application Quiz - The Seminars

# data[].attributes.subject
Statistics Example - Application Quiz - The Seminars

# data[].attributes.body
I recently added this QUIZ to my online statistics class rotation after hearing Steven Levitt (Freakonomics fame) discuss how he wanted to prepare students to approach real-world debates with nuance and critical thought, but also provide them with a space to contemplate the world around them and their place within it. Each Seminar lesson is based on a key question and encourages students to absorb data and information, develop a clear point of view, and engage in thoughtful dialogue with one another. The purpose of this quiz is to help you engage with contemporary questions and debates that relevant to the modern world. They develop critical thinking and communication skills, connect learnings to real-world issues, and reflect on diverse perspectives. This assignment is designed to enhance your ability to analyze information, articulate your views, and engage in meaningful dialogue. Marty Romero - Santa Ana College

# data[].attributes.headline
Ask Good Questions - A blog about teaching introductory statistics

# data[].attributes.subject
Ask Good Questions - A blog about teaching introductory statistics

# data[].attributes.body
Although AGQ does not focus on online instruction, we would be remiss not to include this important voice in teaching statistics. Some many wonderful things to spend time on. Be ready to "binge click", start at the beginning.

# data[].attributes.attachment_link.description
A blog about teaching introductory statistics

# data[].attributes.body
Assessing learning in online courses can be challenging and time-consuming. In this webinar, participants will be provided with insights and practical strategies for equitably evaluating online students in the age of AI. In addition to discussing key components of effective online assessments, methods to support students in completing assessments successfully will be shared. We will also discuss key components of effective online assessment, with examples shared from multiple disciplines. Presenter: Kelly Spoon

# data[].attributes.headline
Ask the Cognitive Scientist: Why Do Students Remember Everything That's on Television and Forget Everything I Say?

# data[].attributes.subject
Ask the Cognitive Scientist: Why Do Students Remember Everything That's on Television and Forget Everything I Say?

# data[].attributes.body
I have been thinking about how these ideas could apply to online teaching - but this was a very informative piece to give more though to.

# data[].attributes.attachment_link.title
Ask the Cognitive Scientist: Why Do Students Remember Everything That’s on Television and Forget Everything I Say?

# data[].attributes.attachment_link.description
How does the mind work—and especially how does it learn? Teachers’ instructional decisions are based on a mix of theories learned in teacher education, trial and error, craft knowledge, and gut instinct. Such knowledge often serves us well, but is there anything sturdier to rely on?

# data[].attributes.body
All of these have given me things to think about and DO. They have help sustain me and challenge me to alter directions. Please share your own that influence our work.

In no particular order: Teaching in Higher Ed, Think UDL, Intentional Teaching, Edsurge, The Grading Podcast

# data[].attributes.headline
Humanizing Online Teaching to Equitize Higher Education

# data[].attributes.subject
Humanizing Online Teaching to Equitize Higher Education

# data[].attributes.body
Online courses are increasing access to college for students who have been traditionally left out of higher education. However, minoritized students are less likely to succeed online when compared to their White and Asian peers. As the student population becomes more diverse, colleges and universities have an opportunity to improve this problem by preparing faculty to design and facilitate inclusive online learning experiences that more effectively support the needs of all learners. This paper presents a model for humanized online teaching using a theoretical framework influenced by Culturally Responsive Teaching (CRT), social presence, validation theory, and Universal Design for Learning (UDL).

# data[].attributes.attachment_link.title
Humanizing Online Teaching to Equitize HE

# data[].attributes.headline
What Will Students Remember From Your Class in 20 Years?

# data[].attributes.subject
What Will Students Remember From Your Class in 20 Years?

# data[].attributes.body
The question provides a means of pushing faculty members toward the process of

"backward design," an approach to education that is common parlance in the faculty development world, but still unfamiliar to many professors. The premise is simple enough: In designing a course, start with the end in mind.

# data[].attributes.attachment_link.title
What Will Students Remember From Your Class in 20 Years_

# data[].attributes.body
Cognitively guided” teaching refers to using insights from cognitive science and the science of learning to inform instructional design. It means understanding how students think, remember, and solve problems, and then aligning teaching methods with those mental processes. This encompasses strategies often known as evidence-based teaching or learning-science-informed practices.

# data[].attributes.body
What Is the Improvement Project?

The Improvement Project is a semester-long assignment where students select a real area of their life—school, work, community, or personal well-being—and work to improve it using a PDSA cycle (Plan–Do–Study–Act). Students propose a meaningful change, implement it, study the results using statistical thinking and data analysis, and decide whether the change should be adopted, adapted, or abandoned.

This project serves as a practical bridge between classroom learning and real-world application. It allows students to apply core statistical skills—including data collection, analysis, probability, and critical thinking—to an authentic problem or goal that matters to them. By the end of the semester, students will have practiced using evidence to evaluate change, make decisions, and communicate results—all essential skills in both academic and everyday life.

# data[].attributes.headline
University of Virginia's Center for Teaching Excellence (CTE), Teaching Hub 

# data[].attributes.subject
University of Virginia's Center for Teaching Excellence (CTE), Teaching Hub 

# data[].attributes.body
An initiative of the University of Virginia's Center for Teaching Excellence (CTE), Teaching Hub supports the discovery and curation of connected resources to enhance teaching and learning.

# data[].attributes.attachment_link.description
As an initiative of the Center for Teaching Excellence, Teaching Hub supports the discovery and curation of resources to enhance teaching and learning.

# data[].attributes.body
In this article, cognitive scientist Daniel T. Willingham addresses the mysteries of human memory, refuting the common misconceptions that learning is driven purely by attention, emotional gravity, repetition, or a conscious desire to remember.

# data[].attributes.attachment_link.title
Ask the Cognitive Scientist: Why Do Students Remember Everything That’s on Television and Forget Everything I Say?