The following resources have been developed by colleagues from across campus to assist with remote teaching.听
Going the Distance听
A discussion series on innovative online and remote teaching from the College of Engineering & Applied Science.听
Resources include:听
- Canvas community course with instruction guidelines, and templates听to get an instructor going on a great course of their own
- Ongoing faculty seminars about teaching
- Themed tech sessions & tutorials with Continuing Education instructional designers
Online Workshops for Hybrid and Online Teaching
From听Prof. Julia Staffel and Dr. Zak Kopeikin of Philosophy.听These workshops are tailored for instructors in听philosophy or in the humanities.听
Topics include:
- Using Canvas for remote and hybrid teaching
- Using Zoom for synchronous online teaching
- Recording content for asynchronous online teaching
Hybrid and Online Teaching Workshops from Philosophy
Recording Lectures for Asynchronous or Flipped Classrooms
Professor Sam Flaxman of Ecology & Evolutionary Biology听created a series of YouTube video tutorials听for faculty about how to get from A to Z with regard to making and assigning "lectures" for classes taught this fall. These听are aimed at instructors who teach asynchronously and/or with a flipped classroom model. Videos cover topics related to pre-recording high quality lectures and assigning them for credit.
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Remote Language Instruction Resources
Anderson Language and Technology Center (ALTEC) has assembled and continues to update听remote teaching and learning guides specifically for language faculty.
ALTEC Language Instruction Resources
Leeds Online Community Website
The Leeds School of Business has developed a Canvas page that includes several topical modules on hybrid/online teaching and student engagement. Some material is specific to Leeds faculty.听
ShortCUTS (Short CU Teaching Strategies)
ShortCUTS describe targeted interventions into CU educators' classrooms, enacted as part of participation in the Making Teaching and Learning Visible faculty community of practice. Participants were supported in developing and pursuing research questions about teaching and learning throughout the academic year, culminating in a portfolio documenting their work and the changes made to teaching practices. Faculty in the 2020-21 cohort chose their preferred medium to describe their work.听