Faculty Resources

• 2020-21 Key contacts for SU faculty
• 2020-21 SU Deans List
• 2020-21 SU Chairs and Directors List
• 2020-21 Internal faculty funding opportunities
• Faculty Handbook
• Sample Agreements for productive meetings 

• Academic leadership
• Mid-career faculty
• Aging and retirement
• The role of department chairs in fostering faculty attention to curriculum improvement (bibliography compiled by Jacquelyn Miller)

The Center for Faculty Development maintains an updated course syllabus template at the request of Academic Assembly.

Syllabus template for remote learning 

• Remote syllabus template - 2020-09-16 
  Note: This version includes specific wording suggestions around remote learning, use of cameras on Zoom, loan of Chromebooks and internet hotspots from the Library, as well as updates from various offices and services on campus that have had to move to remote working due to COVID-19. It also meets the latest ADA compliance requirements. Latest addition: new link to ITS guide to scheduling office hours using Microsoft Bookings (Sep 16, 2020)
  
  
• See also CDLI's instructional continuity webpage and, for students, their Orientation to Distance Learning (links open in new windows).

 Regular face-to-face template

• Syllabus Template - revised 2020-03-31 
  
  • Syllabus example (2019)

• Guide to learning outcomes (November 2015)
• Presentation on constructive alignment  
• Examples of learning outcomes
• Blooms Taxonomy (revised 2001)  
• Blooms Taxonomy: Model questions and key words  
• Linking outcomes to graded work  
• Linking outcomes to learning and teaching activities

• See also our separate page on Deep Approaches to Learning

• Presentation on course design strategies
• Step by step: Designing courses for the revised core
• Core course proposal forms are on the Core Curriculum Revision website
• SU Core revision - Description LOs Essential pedagogies

• Template for mixing group formations - up to 30 students [downloads PPT slides]

• See also our separate page on Teaching through campus closures

• More items to follow

• Essay rubric: analytic (U of Wyoming)
• Debate rubric: analytic (Purdue U)
• Scientific papers: analytic (PJ Alaimo and J Langenhan, Seattle U )
• Class participation: analytic (B Kelly and T Huston, Seattle U)
• Annotated bibliographies: analytic (J Bean, Seattle U)
• Application of theory: analytic (D Green, UCE Birmingham, UK)
• Practical proposal: analytic (J Bean, Seattle U)
• Public argument: analytic (J Bean, Seattle U)

• Inquiry & analysis
• Critical thinking
• Creative thinking
• Written communication
• Oral communication 
• Reading
• Quantitative literacy  
• Information literacy
• Teamwork 
• Problem-solving

Reprinted with permission from: Rhodes, T. L. (Ed.) (2010). Assessing outcomes & improving achievement. Washington, DC: AAC&U.

• Civic engagement
• Intercultural knowledge
• Ethical reasoning
• Lifelong learning
• Global learning

Reprinted with permission from: Rhodes, T. L. (Ed.) (2010). Assessing outcomes & improving achievement. Washington, DC: AAC&U.

• Integrative learning

Reprinted with permission from: Rhodes, T. L. (Ed.) (2010). Assessing outcomes & improving achievement. Washington, DC: AAC&U.

Info to follow

We encourage you to adapt these forms to suit your own context and the kinds of questions you would like students to answer. Remember that you'll need to respond to students' comments – ideally in the next class after receiving the feedback – so be sure that you will have time to organize their feedback; if you think you will be short of time, try to reduce the amount of feedback students provide you.

Each link automatically downloads an MS Word document.

• Class reaction survey 
• Constructive statements
• Discussion-seminar opinion form
• Six open-ended questions
• Teacher behaviors inventory
• Three open-ended questions
• Create your own survey form

If you'd like help thinking through how best to respond to student feedback, request a consultation with us.

We encourage you to save yourself some time by using these two documents below to structure your course evaluation analysis so that you can make good decisions based on real data.

Both links automatically download an MS Word document.

• Evaluation comment sorting tool: Items within my control
• Evaluation comment sorting tool: Items outside my control

If you'd like help in analyzing student evaluation comments, we can show you using the feedback from a single course and we'll give you our template for you to use with future classes. To do so, request a consultation, and we'll get back to you.