Resources for Faculty
A constantly-growing curated list of higher education teaching resources.
The Canvas Network – Free Courses
The Canvas Network offers free short courses for faculty and students. You must create a free account since the Network is different from our Canvas use at Mercer. The following are recommended free courses:
Learning goals for Canvas Basics (taken from the course home page):
Customize your Account Notifications
Personalize your Canvas Dashboard & Course List
Leverage the Canvas Calendar, Announcements & Conversations
Set up a Canvas Course with a Homepage, Modules & custom Course Navigation
Learn how to use Student View
Engage students with interactive activities using Canvas Assignments, Discussions & Quizzes
Providing rich, authentic feedback using the Canvas Speedgrader and Rubrics
From the course home page: Participants in this course will watch videos, use Canvas documentation, complete activities, and participate in discussions to learn and apply Canvas features. Along the way, teachers will earn Growing With Canvas badges to demonstrate their accomplishments.
Course objectives (taken from the course home page):
At the end of this course, you’ll be able to:
- Understand the purpose of copyright and its basic rights.
- Understand the limitations of copyright, including fair use.
- Understand how to acquire and share media in lawful and ethical ways.
- Be prepared to apply copyright and fair use to project-based learning situations, including knowing how to help students find creative work that is free and legal to re-use and share.
From the course home page: Gain a better understanding of accessibility as a civil rights issue and develop the knowledge and skills you need to design learning experiences that promote inclusive learning environments.
Prepare to engage in thoughtful discussions, participate in peer review assignments, take short self-check quizzes, watch videos, and explore relevant readings. You will also earn badges that recognize your mastery of these competencies
During this six-week self-paced course, you’ll learn how to:
- Recognize and address challenges faced by students with disabilities related to access, success, and completion.
- Articulate faculty and staff roles in reducing barriers for students with disabilities.
- Apply the principles of Universal Design for Learning (UDL) in designing accessible learning experiences.
- Analyze the benefits of Backward Design when developing learning experiences.
- Use Section 508 standards and WCAG 2.0 guidelines to create accessible courses.
- Determine which tools and techniques are appropriate based on course content.
The CIRTL Network Free Courses
You must have a CIRTL account to attend these sessions. Create an account here.
Sept. 26 – Nov. 20 | An Introduction to Evidence-Based Undergraduate STEM Teaching
Wednesday, Sept. 28 | Supporting Neurodivergent Students
Wednesdays, Nov. 2 & 9 | Getting Started with Universal Design for Learning
- Explainer: Mercer Credit Hour Policy (updated March 2021)
Distance Learning Information
- Mercer Faculty Distance Learning Handbook
- Minimum Requirements for Distance Learning Instruction Policy
Scholarship of Teaching and Learning
Learning Objectives Builder
- Use this Learning Objectives Builder from Arizona State University to type in what you want students to learn and automatically craft a legitimate instructional objective based on Bloom’s Taxonomy.
Evaluate your Canvas Course
- The Canvas Course Evaluation Checklist (by Instructure)
Assessment (Measurement of Learning) Resources
- Authentic Assessment Toolbox – covering Standards, Tasks, Rubrics, Portfolios and more (Copyright 2018, Jon Mueller. Professor of Psychology, North Central College, Naperville, IL.)
- Writing Multiple Choice and Objective Tests: A Quick Overview (PDF)
Concordia-Marianopolis Faculty Development Collaboration
Peer Review of Teaching
Instructional Strategies and Tactics for Face-to-Face Classroom Instruction
In a flipped classroom, students use class time to practice active learning, usually by working together or with the instructor on what might have formerly been “homework”. For the professor, the goal is to provide immediate feedback to students and to gain a faster understanding of how well students are accomplishing the course outcomes. References for flipped classrooms include the following:
- The University of Michigan’s Center for Research on Learning and Teaching offers helpful resources on how to flip your classroom.
- Understanding the Flipped Classroom: Part 1 – Faculty Focus, written by Pamela Kachka, October 2012
- Understanding the Flipped Classroom: Part 2 – Faculty Focus, written by Pamela Kachka, October 2012
Collaboration in the Classroom
A Guide to Collaboration in the Classroom – the University of Hawaii Center for Teaching Excellence
Have an Idea?
Request a peer review of your class session, either in person or by video by completing the form below.