Women in French

Prepared by E. Nicole Meyer, VP WIF

Links related to online and remote best practices:

1. How to give your students better feedback with technology: Advice guide: https://www.chronicle.com/interactives/20191108-Advice-Feedback
2. Seven keys to effective feedback: http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx
3. Infusing values into your curriculum: https://www.insidehighered.com/digital-learning/views/2020/05/13/consistent-mission-aligned-instructional-framework-fall-and-beyond
4. Active learning in hybrid and socially-distanced classrooms: https://cft.vanderbilt.edu/2020/06/active-learning-in-hybrid-and-socially-distanced-classrooms/
5. Best practices for large enrollment online courses (especially managing groups, peer-review, et al.):  https://teachonline.asu.edu/2018/10/best-practices-for-large-enrollment-online-courses-part-2-managing-groups-peer-review-and-other-peer-to-peer-interactions/
6. Engaging students in online discussion (U of MN): https://it.umn.edu/services-technologies/good-practices/engage-students-online-discussions

Rubrics: 

1. Holistic Rubric: https://www.youtube.com/watch?v=lCp1kYhARCc
2. Analytic Rubric: https://www.youtube.com/watch?v=G5h2qiaN1o8
3. Adding a rubric to an existing activity: https://www.youtube.com/watch?v=x7qeDzHiawM

General:

1. Syllabus quiz questions: https://teachonline.asu.edu/2013/12/sample-syllabus-quiz-questions/
2. PowerPoint narration: https://support.office.com/en-us/article/record-a-slide-show-with-narration-and-slide-timings-0b9502c6-5f6c-40ae-b1e7-e47d8741161c
3. Course workload estimator that helps to create courses that are balanced and “reasonable” for your institution and classes (Rice University): https://cte.rice.edu/workload
4. Developing discussion lists (things to consider when students reply to their peers’ posts): https://www.mssu.edu/academics/distance-learning/pdfs/Effectively%20Responding%20to%20a%20Peer.pdf

TILT

The transparency in learning and teaching (TILT) method established by The Transparency in Learning and Teaching in Higher Education project (TILT Higher Ed),  explicitly focuses on how and why students are learning course content, concepts, and skills in a particular way, and how they will use that learning after college. According to TILT Higher Ed (n.d.), tilting your assignments helps students buy into the short- and long-term goals of their work. It also allows them to efficiently focus their (cognitive) attention on learning and achieving performance targets, rather than on understanding assignment instructions (TILT Higher Ed).

Transparency in Learning and Teaching Higher Ed (TILT Higher Ed). (n.d.). TILT Higher Ed examples and resources. https://tilthighered.com/tiltexamplesandresources.

For how it serves underserved students, this article: https://www.aacu.org/peerreview/2016/winter-spring/Winkelmes