Center for Teaching and Learning

Topics

Preparing to teach

Instructors at the UW may need to prepare for a variety of teaching experiences. Not only does this process include designing or revising your course and syllabus, it also involves knowing the type of class you are teaching (e.g. large foundation class or small seminar), understanding who your students are, understanding academic integrity policies and practices, and developing productive faculty/TA working relationships.

PREPARING TO TEACH

Just for TAs: Information and resources

Graduate teaching assistants (TAs) are vitally important members of the UW teaching community.  The information and resources on this page are designed to help TAs prepare for their role(s) and responsibilities.

Just for TAs

Engaging students in learning

Research has demonstrated that engaging students in the learning process increases their attention and focus, motivates them to practice higher-level critical thinking skills and promotes meaningful learning experiences. Instructors who adopt a student-centered approach to instruction increase opportunities for student engagement which then helps everyone more successfully achieve the course’s learning objectives.

ENGAGING STUDENTS

Inclusive teaching

Inclusive teaching means teaching in ways that do not exclude students, accidentally or intentionally, from opportunities to learn. The CTL proposes strategies for inclusive teaching and provides resources, examples and perspectives from students and faculty to help members of the UW teaching community teach more inclusively.

TEACHING INCLUSIVELY

Assessing and improving teaching

Assessing and improving teaching is best accomplished when multiple sources of evidence — self-reflection, student feedback and peer observation —  are well understood. At CTL we propose making use of these multiple sources of evidence to obtain a holistic picture of an instructors approach and effectiveness.

ASSESSING & IMPROVING

Building resilience in teaching

Have you had a challenging teaching experience that left you unsettled or made you question yourself and your competence? Who hasn’t! To help instructors develop resilience practices and strategies, we are collecting and sharing stories about these teaching experiences, as well as reflections on how instructors worked with and through these challenges.

Sharing stories of resilience can not only help others learn from our experiences but contribute to a community resilience at UW.

RESILIENCE IN TEACHING

Policies and professionalism

What would you do?  These pages offer resources for dealing with situations that may arise in your classroom, online or in your interactions with students and faculty.  Although the pages were designed for Teaching Assistants (TAs) the information may also be useful for instructors.

POLICIES & PROFESSIONALISM

Teaching and learning when operations are suspended

Inclement weather impacts instructors and students, posing challenges for moving ahead with classes. Although it is not possible to schedule additional instructional hours, there are a host of technologies and pedagogical best practices that can help you and your students when the weather turns bad.

TEACHING WHEN OPERATIONS ARE SUSPENDED