Teaching Resources

This page includes important links for faculty to review on their own or share with students. If there is something that needs to be updated, please email CPE at cpe@tcc.fl.edu.

Faculty Resources

Links to interesting websites stocked with engaging articles and more:

For additional resources, check out the following publications from Educause. Do you have an interesting article related to teaching and learning that you'd like us to feature here? Email fulliloh@tcc.fl.edu.

Faculty Support

Links to important policies or other essential details:

Student Support and Resources

Helpful links for students:

Teaching Effectiveness Philosophies

Seven Principles for Gold Practice

  1. Encourages student-faculty/staff interaction (formal and/or informal)
  2. Encourages cooperation among students (in class and/or out of class)
  3. Encourages active learning (student participation and responsibility)
  4. Gives prompt feedback (includes frequent assessment)
  5. Emphasizes time on task (realistic time allocation student/faculty)
  6. Communicates high expectations
  7. Respects diverse talents and ways of learning (implies multiple ways of engaging students in course material and multiple ways of assessment) 

Resources 
Gamson and Chickering, 1987, Seven Principles for Good Practice in Undergraduate Education
Chickering and Ehrman, 1996, Implementing the Seven Principles: Technology as Lever

The Teacher/Learner Continuum

The following model was developed through the Teaching/Learning Strategies Team of the TCC Eagle Eye Project and has been adopted by TCC. The model, which was developed in 2002, attempts to describe the relationship between the learner and the teacher as the learner progresses through a series of developmental strategies from novice to independent learner.

Assumptions:

  • Students are at different stages in their development as learners when they arrive at TCC.
  • The role of the teacher and the strategies employed vary depending upon the developmental stage of the learner.
  • As learners develop learning strategies and self-regulation strategies, they progress from external locus of control to internal locus of control.
  • As learners gain experience and receive feedback and reinforcement, they become motivated by intrinsic factors as well as extrinsic factors.
  • The teacher adapts teaching strategies and designs assignments and classroom experiences to meet the learners where they are on the continuum.
  • The teacher plays a proactive role in fostering the learner's progression toward independent, self-regulated learning.
  • Not all students will attain the same level of development and independence, but all students can make progress. 

Rubrics

When grading subjective student work such as essays and presentations, the use of rubrics can help provide more consistent feedback, save time and enhance student learning. Rubrics are typically given to students at the time the assignment is given so they better understand the assignment expectations and how it will be graded. 

Here is a good resource on rubrics
 

Using Instructional Technology

TCC offers the following four electronic systems related to course preparation: EagleNet, Canvas, the Faculty and Staff Portal and the student portal TCC Passport.

Canvas

Canvas is a learning management system (LMS), offering multiple tools for creating an online learning environment. Faculty post syllabi content and use many of the available tools to interact with students.

Obtaining a Canvas Account and Course Shell

Once your name is assigned in the EagleNet system a Canvas master shell and course shell(s) will automatically be created. Only one master shell is created for each type of course (web-based or face-to-face) you teach. For additional assistance, please contact your division.

Faculty and Staff Portal

The Faculty and Staff Portal, which prompts your TCC credentials for a secure login, is a website with various interactive tools. These tools are used to share work and resources related to Committees and Groups, Student Support, Staff Resources, Teaching and Learning, and Research and Reports.

TCC Passport

TCC Passport is the Student Portal where students have access to their email, Canvas, advising, registration and other important information. To gain access, students need to enter their TCC username and password. If students need assistance with any online access they can call the Help Desk at (850) 201-8540 or email helpdesk@tcc.fl.edu.

Support Materials

Textbooks

Textbooks are selected by a committee and are available through the TCC Bookstore. With the changes in recent federal laws, all required books and materials must be used as part of the course.

Keys

Your Division office is responsible for requesting your keys. In most cases, your classroom will be open, but you may need keys to access technology closets and your office. Once the Division has requested your keys, you may pick them up in the Procurement Office in the Administration Building.

Identification Cards (IDs)

Your TCC ID grants you access to resources such as parking lots and the Library, and free admission to Theatre TCC! Productions and TCC Eagles sporting events. Once your Division has requested your ID, visit the Police Department in the Center Building to have your photo taken and your ID made.

Information Technology

TCC offers a wealth of instructional technology resources to support the teaching and learning environment. Instructional technology is typically used in two primary ways: (1) to support the teaching and learning process and (2) to administratively manage the class. TCC Online for Faculty offers faculty technology support through training, workshops and individual assistance.
 
For issues with software, hardware, network access, and computer repair, submit a ticket to the Help Desk.

Creating a Positive Learning Environment

The key to effective management is setting expectations and maintaining a positive learning environment. TCC assists faculty with this through the Student Code of Conduct, which sets expectations on campus and in the classroom. Faculty members set expectations in the syllabus, which are discussed on the first day of class. When a student's conduct does not meet these expectations, TCC has judicial procedures designed to ensure that a positive learning environment is maintained.

Getting to Know your Students

When you make an effort to get to know your students, it allows for a more efficient classroom management experience. The Center for Professional Enrichment offers training and resources for “breaking the ice” with your students. Getting to know your students pays off as you move through the semester and lets students know that you care.

The Benefits of Classroom Management for You and Your Students

It is helpful to build classroom management skills that you use to set an environment where you and your students can focus on their learning. Just as an instructor learns the different personalities of each class over time, it will be necessary to have a versatile skill set to manage each class differently. It should also be noted that, although the ages of our students remain relatively the same, the mindsets of each new group may differ. References such as the Beloit College Mindset List provide a greater understanding and better perspective of our students as they change throughout time. 

Top Ten Tips for Building Trust in the Classroom

  1. Know what you’re going to say before you say it.  That doesn’t mean it has to be scripted or memorized, but have a basic outline of what you will say and do.  Share a schedule or an agenda with the group.  Having notes is fine, but it’s best to review these while the group in engaged in activity rather than while they are focused on you.
  2. Create a learning environment. If you want students to learn, they will need to be in a space where they can focus and engage. Minimize distractions especially from people outside the group. 
  3. Be authentic. If you tend to be quiet and shy, a burst of false enthusiasm will not go well. Consider instead to increase your volume slightly and make eye contact. Students can detect when you are overacting or creating a façade. This decreases trust.
  4. Sequence your class. Like any good book or movie, your class period needs a beginning, middle, and an end. You may consider the Teach, Test, Progress model. First, present some information. Then test to see if the students understand (usually through an activity). If they pass the test, they progress the lesson with more material.
  5. Align your words and actions. You erode a students’ trust in teachers when you say you will do something and proceed to do something different. If you declare learning as collaborative, be prepared to let the students take the lead.
  6. Admit when you don’t know. Students appreciate when teachers acknowledge they don’t have all the answers.  If you don’t know something, tell the students you will find out and get back to them. Always be sure to keep your word and follow through.
  7. Be relatable. Reveal your enthusiasms, passions, and concerns outside of your teaching role.  When you reveal something about yourself, it helps the students to connect with you.
  8. Show that you take students seriously. Listen carefully for any concerns, anxieties, or problems voiced by students. Give students time to express their thoughts. Be ready to explain clearly and frequently why you wish students to do the things you are asking. Tell the student if you need time to think about their suggestion, and promise to respond at the next class. 
  9. Over-inform your students. The more students know about how they’re doing in class and what’s coming up, the more comfortable and confident they’ll feel about the class.  Make sure students are getting timely updates on their grades and know which objectives or assignments are contributing to the grade they have in the class. Over-communicate upcoming dates for big tests, deadlines or review opportunities so they don’t ever feel caught off-guard.
  10. Be consistent with consequences. No matter your classroom management system, you need to implement it consistently and be equitable. Students will trust you if they believe you are fair.

Resources

A Foundation of Trust: Effective Models and Activities for Leaders, Trainers, and Facilitators Engaging the Issues of Trust and Trustworthiness by Sam Sikes

The Skillful Teacher by Stephen D. Brookfield

Yes prep “4 Ways to Build Trust in Your Classroom” by Petra Claflin     

Assessing Learning

With the increased focus on accountability in higher education, the assessment of learning has become even more important. Aligning assessment with learning outcomes is critical and there are a variety of ways to assess learning. In addition, assessments should be formative and summative.

Assessment is formative by evaluating learning as students are grasping the knowledge and applying what they have learned. For example, homework in the form of solving math problems and writing a short paper provide the instructor with an understanding of what his/her students have learned and are learning. The results of these assessments can be used to help students deepen their learning.
 
Summative evaluation is comprehensive in nature and designed to provide an understanding of what the student has learned. Quizzes, unit exams, presentations, research papers, and final exams are typical examples of summative evaluation. You should also consider creative assessments as another way to learn more about what students are learning.

Learning Assessment and Learning Outcomes

Course level learning outcomes can be found on the master syllabi and are typically created by a committee of full-time faculty members. Use the learning outcomes provided on the master syllabi to align and assess student learning. Discuss any concerns or issues with your program chair or dean.
 
When it comes to learning assessment and learning outcomes, here are some questions you can ask to ensure that the learning outcomes and assessments are aligned and effective:
  • What is your learning outcome?
  • What will the students know or do as a result of their learning related to the learning outcome?
  • How will you measure the learning outcome? Is it a quantitative measurement and/or a qualitative one?
  • What tool will you use to measure the learning outcome?
  • What are the assessment results?
  • How will you improve the learning outcome, the learning activities, or the learning assessment based on the results of the assessment?
A well-written learning outcome will clearly and concisely identify what your students will know or do as a result of their learning.
 
For example, “Students will list five characteristics of a cell.” This information tells us that students will have learned about cells and the characteristics of cells. This will be measured by asking the students to list the five characteristics which are quantitative and qualitative measurements.
 
These characteristics are quantitative because students must list five items. They’re qualitative because these items they list must be correct. The best tool would be a short answer question on a test. Once the instructor has received students’ responses on this question, the instructor will use the information to determine whether the learning outcome has been met or needs to be updated. Maybe fewer or more characteristics need to be listed. Maybe the instructor wants to provide a video about the characteristics of cells to enhance learning. Perhaps the instructor might even want to have the students include this in part of an essay. These are all great ways to enhance the learning experience.
 
Once the adjustments are made, the results can be used in future attempts to teach, and to enhance and assess learning.    

Classroom Assessment Techniques

The purpose of classroom assessment is to collect information about what students are learning and immediately use this information to increase learning in areas where students are not proficient. Angelo and Cross (1993) offer a comprehensive book on classroom assessment with many great examples of classroom assessment techniques. The book includes extensive details on how to use each technique. In addition, Angelo and Cross (1993) developed the Teaching Goals Inventory. Instructors can take the inventory and use the results to determine which of the classroom assessment techniques will help them meet their goals.    

Grading

Providing feedback early and often in the form of grades lets students know how they are doing in the class. TCC has a Grading System Policy [6Hx27:08-03] used to express the standing of a student in each course. The policy also includes information about using Administrative Withdrawal “AW.” AWs are primarily used when students have excessive absences and issues with academic progress. The use of AW must be concretely stated in the instructor syllabus.
 
The following is a guideline that is helpful when developing assessments and for assigning grades on more objective items.

Grade of "A" - Excellent

  • Consistently superior scores on examinations
  • Assignments completed in prescribed form, on time, with evidence of careful research on subject matter and planned presentation
  • Consistently shows independent thinking in terms of the subject matter of the course
  • Shows a grasp of relationships among various parts of the subject by noting parallels, similarities, and paradoxes in subject matter
  • Knows how to apply subject matter to new situations

Grade of "B" - Good

  • Consistently above average scores on examinations
  • Assignments completed in prescribed form, on time, with evidence of some extra references and planned preparation
  • Presents independent ideas frequently on subject matter of the course
  • Shows by behavior (written, verbal, social) that reasons for learning subject matter are understood and some application made

Grade of "C" - Average

  • Satisfactory scores on examinations
  • Most assignments completed in correct form and on time
  • Presents evidence of satisfactory grasp of assigned subject matter of the course
  • Shows by behavior (written, verbal, social) that subject matter has some application to academic, social, or vocational goals

Grade of "D" - Poor

  • Below average examination scores but high enough to show attainment of at least the minimum course objectives
  • Majority of assignments completed, in imperfect form, and not always on time
  • Shows some grasp of individual units of subject matter, but little evidence of interrelationships
  • Shows some improvement in behavior (written, verbal, social) by direct application of some learned material, but with little insight

Grade of "F" - Failure

  • Level of achievement does not measure up to competency required in the course.

 

Resources

Mezeske, R. J. and Mezeske, B.A. (2007). Beyond Tests and Quizzes: Creative Assessments in the College Classroom. San Francisco, CA: Jossey-Bass.

Stiehl, R. and Lewchuk, L. (2008). The Assessment Primer: Creating a Flow of Learning Evidence. Corvallis, Oregon: The Learning Organization.
 
Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide. (2nd Ed.). San Francisco, CA: Jossey-Bass.
 
Wehlburg, C.M. (2008). Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning. San Francisco, CA: Jossey-Bass.  
 
Banta, T.W., Jones, E.A. and Black, K.E. (2009). Designing Effective Assessment: Principles and Profiles of Good Practice. San Francisco, CA: Jossey-Bass.

Angelo, T.A. and Cross, K.P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd Ed.). San Francisco, CA: Jossey-Bass.
 
Stevens, D. D. and Levi, A. J. (2005). Introduction to Rubrics: An Assessment Tool to Save Grading Time, Convey Effective Feedback and Promote Student Learning. Sterling, VA: Stylus Publishing.

Teaching Strategies

Instructors use a variety of teaching strategies to promote successful learning. The key to success is to use teaching strategies that best meet the priorities of your discipline while engaging students in active learning. Lectures, discussion, and problem-based learning are a few examples of successful teaching strategies. 

Lectures

Planning Time: Some to Extensive

Technology: Lectures can be recorded and played online. It’s best to break videos up into 4 to 10 minute presentations with activities and review in between. Lectures are often supported by PowerPoint or online presentation tools like Prezi. Using technology to support lectures helps students learn the information because they can hear it and see it.
 
The primary purpose of presentation software is to serve as an outline and present visuals to support the lecture. Efficient and simple design is the key to successful use of presentation software. The most common mistake with presentation software is crowding too many words onto a slide. Instead, try to use relevant imagery and write in concise bullet points, not sentences.
 
Pros: Lectures can be used to cover a lot of information. The instructor has more control over the content.
 
Cons: Even though a lot of information can be covered, the challenge is to ensure that students are learning the material and that they are engaged.
 
Best practices: Tell stories, give examples, use humor, and organize concepts. Tell them what you are going to cover, then discuss the material, and finish with a summary of what you have covered. 
 

Discussion 

Planning Time: Some

Technology: Canvas makes conversing with classmates easy with its collaboration tools. Professors also use Facebook groups and Twitter to promote discussion.

Pros: Great discussion enhances critical thinking, helping students to dig deeper with their learning.

Cons: Leading a discussion and developing thought provoking questions is a challenge.

Best practices: Pick topics that are controversial. Have students develop questions. 

Problem-Based Learning

Planning Time: Some to Extensive

Technology: Use of technology will depend on the project, but there are many options for supporting problem-based learning.

Pros: Provides students with a more real-world type experience.

Cons: Takes a significant amount of time and many not ensure the development of basic skills such as knowledge and comprehension.

Best practices: Case studies and simulations, especially in medical fields. 

 
Resources

Silberman, M. (2006). Teaching Actively: Eight Steps and 32 Strategies to Spark Learning in Any Classroom. Boston, MA: Pearson Education.

Heppner, F. (2007). Teaching the Large College Class: A Guidebook for Instructors with Multitudes. San Francisco, CA: Jossey-Bass.
 
Howell, D., Howell, D. and Childress, M. (2006). Using PowerPoint in the Classroom (2nd Ed.). Thousand Oaks, CA: Corwin Press.

Race, P. (2001). The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment. (2nd Ed.). Sterling, VA: Stylus Publishing.
 
Brookfield, S. D., & Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms (2nd ed.). San Francisco, CA: Jossey-Bass.

Lee, V. S. (Ed.). (2004). Teaching & Learning Through Inquiry: A Guidebook for Institutions and Instructors. Sterling, VA: Stylus. 

Amador, J.A., Miles, L., & Peters, C.B. (2006). The Practice of Problem-Based Learning: A Guide to Implementing PBL in the College Classroom. Bolton, MA: Anker Publishing.

Duch, B. J., Groh, S. E., & Allen, D. E. (Eds.). (2001). The Power of Problem-Based Learning: A Practical “How To” for Teaching Undergraduate Courses in Any Discipline. Sterling, VA: Stylus.