Classroom Assessment Techniques (CATs)
Classroom assessment techniques allow you to incorporate quick, meaningful assessment - both formative (assessment for learning) and summative (assessment of learning) - into every class session. Learn several techniques that can help you learn more about your students, and help your students learn more effectively.
Designing Effective Research Assignments
Learn how to design compelling research assignments that teach the research process and foster critical thinking, problem solving and analytical skills. Originally developed as Designing Assignments to Integrate Scholarly Research and Inquiry.
In addition to developing a set of curriculum guides for teaching web publishing at the University of Oregon that are based on web standards (topics include HTML, cascading style sheets, and using Dreamweaver) and the work of several instructors, I've created several stand-alone workshops, among them:
- Cascading Style Sheets: introduction to style sheets, originally taught as a stand-alone workshop, but later integrated into the HTML workshops
- Web Design Principles and Practices: focus on aesthetics, usability, and content
- Organizing Your Web Site: introduction to creating and maintaining a web site, including organizational principles, information architecture, and security
Information Literacy Across the Curriculum
Information Literacy Across the Curriculum (ILAC) builds on existing campus-wide curricular initiatives that: emphasizes information literacy as a "process" skill that must be fully integrated into departmental courses and programs; promotes the library as an instructional resource for students and faculty; fosters collaboration between the library and similar resource centers (e.g., Writing Centers); and must be offered according to a flexible menu of instructional options, and provide opportunities for professional development for faculty and librarians. This workshop identifies several models of ILAC programming and examines the advantages/disadvantages of each within various campus environments and assists participants in developing a framework for campus-wide discussion within which ILAC programming can thrive, evaluating their individual campus environment, and identifying ILAC programming and partnership opportunities. Originally developed as a pre-conference for the LOEX-of-the-West Conference in 2002, it was re-configured as a preconference for the ACRL National Conference, then again as a workshop at the ALA Midwinter conference. I participated in the latter two initiatives, along with colleagues from across the United States.