The following resources have been developed by colleagues from across campus to assist with remote teaching.Ìý

Going the DistanceÌý

A discussion series on innovative online and remote teaching from the College of Engineering & Applied Science.Ìý

Resources include:Ìý

  • Canvas community course with instruction guidelines, and templatesÌýto 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

Going the Distance


Online Workshops for Hybrid and Online Teaching

FromÌýProf. Julia Staffel and Dr. Zak Kopeikin of Philosophy.ÌýThese workshops are tailored for instructors inÌýphilosophy or in the humanities.Ìý

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 BiologyÌýcreated a series of YouTube video tutorialsÌýfor faculty about how to get from A to Z with regard to making and assigning "lectures" for classes taught this fall. TheseÌýare 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.

Ìý


Remote Language Instruction Resources

Anderson Language and Technology Center (ALTEC) has assembled and continues to updateÌýremote 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.Ìý


ShortÃÛÌÇÖ±²¥TS (Short ÃÛÌÇÖ±²¥ Teaching Strategies)

ShortÃÛÌÇÖ±²¥TS describe targeted interventions into ÃÛÌÇÖ±²¥ 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.Ìý

ShortÃÛÌÇÖ±²¥TS