Teaching Resources

Articles/Handouts on Teaching

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  • Engaged/Active Learning

    Bulimic Learning
    Describes the pattern of pharmacy students waiting until an exam approaches and then studying frantically for a few days to cram in as much "learning" as possible (while ignoring other course material).  Students then regurgitate the memorized material on the exam and purge what they've learned as they begin to prepare for a repeat of the cycle on the next exam.  
    Required
    Bulimic Learning.pdf
    Deep Learning
    IDEA Paper #47.  It describes the concept of deep learning that students assimilate, leading to the ability to retain and apply the material in various situations.  Deep learning results from active critical thinking, as opposed to superficial, short-term learning, that results from a more passive process.
    Required
    IDEA Paper 47 Deep Learning.pdf
    Active Learning vs. Passive Lecture
    A paper from the McGraw Center that emphasizes the value of student-centered teaching that is less dependent on the "sage on the stage" lecture format.
    Required
    Teaching with Your Mouth Shut (McGaw Center - Princeton).pdf
    Team Based Learning
    This comprehensive review explores the principles and techniques of TBL and reviews literature reports of TBL applications in medicine, nursing and pharmacy education.  Though written from a health education perspective, it provides an excellent overview of how TBL works and why it has proven to be an effective teaching method in a variety of disciplines.  
    Required
    TBL in Pharmacy.pdf
    Improved Learning Retention
    A paper from the McGraw Center that focuses on strategies for enhancing students' ability to retain what they've learned.
    Required
    Helping Students Retain Learning (McGaw Center - Princeton).pdf
    Design of Learning Outcomes
    A handout from the Iowa State University CELT that relates the development of learning outcomes to Bloom's Taxonomy.
    Required
    Learning Objectives & Bloom's Taxonomy.pdf
    Giving Feedback to Students
    A short paper with tips on giving effective feedback to students.
    Required
    Making Feedback Helpful.pdf
    Guidelines for Designing Interactive Questions
    Practical tips for those who would like to stimulate greater levels of critical thinking during class sessions by strategically formulating outcome-oriented questions and effectively orchestrating the question-answer process.
    Required
    Questioning Techniques.2014.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Student Assessment

    Writing Multiple Choice Exams
    A comprehensive guide to constructing multiple choice exam questions, from BYU.
    Required
    Writing Multiple Choice Test Questions.pdf
    One-page Guide on Writing Multiple Choice Exams
    A brief guide downloaded from the University of Texas.
    Required
    Writing%20multiple-choice%20test%20items.pdf
    Writing Multiple Choice Exam Questions
    IDEA Paper #16.  This is an in-depth explanation of how to write multiple choice exam questions and design a multiple choice exam.
    Required
    Idea_Paper_16. Multiple Choice Exams.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Classroom Management

    12 Classroom Management Tips
    This ia a list of 12 do's and don'ts that can prevent chaos and disaster in the classroom.
    Required
    12 Guidelines for Effective Classroom Management.pdf
    The Oz Protocol and PERF Process
    This is a one-page guide for constructively dealing with individual student performance issues based on the principles of situational leadership.
    Required
    Oz Protocol.Fac Dev.rev.pdf
    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.

  • Ungrouped

    While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.
While focused on a reorder icon, press the Enter key or spacebar to "select" the icon. While a reorder icon is selected, pressing the up and down arrows will change the order of the selected item within the list. Pressing Enter key or spacebar again will drop the selected item at that location in the list.