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.
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.
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.
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.
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.
This site offers evidence-based information, practical guidance, advice, ideas, and resources for teaching remotely. Sponsored by the Center for Teaching and Learning, Learning Technologies, UW-IT, and the Office of the Provost.