Center for Excellence in Teaching and Learning (CETL): Articles

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Holland offers five proven strategies for improving student learning, persistence, and completion, especially important for teaching gateway courses. These include the importance of assessing students' perceptions (to increase positive perceptions which can lead to persistence), providing clear learning objectives, utilizing virtual lecture videos, administering frequent formative assessments, and employing early and intrusive interventions.

This article is a compilation of suggestions to improve teaching from faculty who teach at a wide variety of institutions throughout the country. Faculty might use the suggestions for goal-setting.

This article from the University of California at Berkeley's Center for Teaching and Learning offers five suggestions faculty can use to encourage students to make use of office hours.

Ten things you can do to make your large lecture course (or any class for that matter!) more manageable and effective with reduced resources.

Dr. Rita-Marie Conrad from the University of California at Berkeley offers a number of suggestions on getting and keeping students' attention.

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia

Engaged Student Learning: Essays on Best Practices in the University System of Georgia
(Chemistry focus, but applicable to multiple disciplines)

These are two brief articles on teaching as coaching and making retention a priority in teaching.