Spotlight on Exceptional Teaching: CTE Teaching Studio September 19, 2016
This week members of the Rice University faculty are invited to join in a campus-wide celebration of teaching during the 2nd annual Faculty Owl Days. To start off the week we are introducing a new year-round initiative here at the CTE to celebrate the excellent teaching that takes place at Rice - the Teaching Studio. The Teaching Studio is a virtual space in which faculty can share their experiments, lessons learned, as well as tried and true practices with course design and pedagogical strategies.
Recognizing Great Teaching: National and Disciplinary Teaching Awards September 8, 2016
Here at Rice’s Center for Teaching Excellence we believe that it is important to recognize great teachers, support them in their growth, and learn from their experiences. One of the many ways we do this is through Rice’s internal teaching awards as well as nominations for teaching awards at the state and national level. In our efforts to support the nomination of Rice faculty for external teaching awards we have put together a comprehensive list of external teaching awards for faculty four-year institutions.
How Much Should We Assign? Estimating Out of Class Workload July 11, 2016
"How much should I assign?" is one of the most basic questions teachers ask when designing and revising their courses. Yet it is also one of the most difficult to answer. To help instructors better calibrate their expectations, we've created a course workload estimator that incorporates the most important insights from the literature on how students learn.
What is the Error Climate of Your Course? July 6, 2016
Error climate has emerged as an important consideration for teachers in college classrooms. Read more about this new research and take the Error Climate Inventory for College Instructors to assess the error climate of your courses.
Addressing a "Threat in the Air": How Stereotypes Affect Our Students and What We Can Do About It June 6, 2016
It has been well documented that the threat of possibly satisfying or confirming a stereotype can interfere with an individual’s performance on a variety of tasks, including but not limited to academic performance. Yet the research also demonstrates that targeted classroom interventions such as providing students with sense of belonging to a broader community, highlighting positive role models in a field or discipline, and asking to students affirm what they value about themselves have been shown to help eliminate the effects of stereotype threat.