Teaching Resources

Multi ethnic group of students using a smartphone and tablet
Teaching Resources
In this section we are providing you with some resources that can help you on your journey as an educator at Rush University. If you have a recommendation for a resource, please contact CTEI@rush.edu.

CTEI is a GREAT Resource! 

Ever wonder what people learn who visit CTEI for a consultation? Don’t take our word for it, let other faculty tell you what they learn how to do and how it affects their teaching! Click the images to hear testimonials!

Four colorful game buzzers that Ellen Becker uses for Jeopardy

Active Learning CTEI Workshop Resources

The resources below are session recordings and slide presentations from our Active Learning Bootcamp and the sessions offered during the summer of 2019. If you would like assistance or recommendations for teaching in the Rush Collaborative Learning Hub (CLUB) classrooms, please reach out to one of our Instructional Designers at CTEI@rush.edu.

Technology in the CLUB Classroom

Session Recording

Collaborative Learning Hub (CLUB) Technology

Session Slide Presentation

Slide Deck: CLUB Technology

PDF Instructions for CLUB Technology

Room 450

How to Present to All Screens Using 450 AirMedia on a Laptop

How to Present to All Screens using 450 Apple TV on a MacBook Pro

How to Present to All Screens using 450 Apple TV using iPad/iPhone

How to Present to All Screens using 450 PC and Play a Video

How to Present to All Screens using 450 PC

How to Present to All Screens using North Side HDMI Connection

How to Present to All Screens using South Side HDMI Connection

How to Present to Cart Display Using the Cart AirMedia on an iPad/iPhone

How to Present to Cart Display using the Cart AirMedia on a Laptop

Additional Resources

Students: Engagement/active learning, management & more

Engaging students 


Active Learning strategies 

If you are teaching in an active learning classroom (with furniture specifically designed for active learning, such as in AAC 1048), these resources will be helpful to you. It is not required to have furniture to use these techniques; however, the furniture does make it easier.

Steelcase created a helpful video about how to teach in an active learning classroom.

Team-based learning is one excellent way to utilize an active learning space. Teams are developed at the start of the semester and students remain in those teams throughout the semester. Students will eventually assess each other’s performance as a team member and assess their own performance as well.

Group/team-based learning and flipped classroom are very similar. Essentially you prepare content for your students in advance. The students learn the material on their own (or with their classmates) outside of class and come prepared to apply their learning to problems you give them.

Students should have a readiness test when they come into class so you know that they’ve prepared for the class session. That readiness test can be an individual test, or a combination of individual and team testing.

Video about the flipped classroom

Managing the classroom

Creating quality teaching and learning materials

Most people who teach have never been taught the most effective ways of creating learning materials for their students. Here are some resources, broken up by category.


Instructor-created reading materials

Instructor-created videos

Activities & Assignments

What you have your students do should be the heart of your course. After all, they can learn the material from almost anywhere any more, and the real value in their education at Rush is what happens in the classroom, what they are doing with their learning, and their interactions with you and one another. For this section we’re going to focus on what’s happening in the class- traditional or virtual. Don’t be afraid to try something new like project-based learning. Encourage students to apply their knowledge often, and have them create something to show for it!

Another method of instruction includes problem-based learning. Students complete activities, assignments, and/or projects centered around a specific problem. The University of Delaware has a problem-based learning clearinghouse that’s searchable. 

Formative Assessments

Infusing regular opportunities for formative assessment is important in all courses. Sometimes it might be a quick, 3 question quiz for just a few points that students take after watching a video or reading instructor-developed text. It could be a short assessment in an online class that students can take as many times as they need to in order to pass it so they can move on to the next module. There’s not one right way to assess students formatively; however, it is vitally important to use it often in your classes.

Summative Assessments

For many faculty members in the healthcare fields, grades are dependent upon a student passing a final assessment. Oftentimes a course has several of them, all high stakes, and mostly all of them traditional, true-false, multiple-choice exams. While that is tradition, it doesn’t have to be the case for every assessment. Consider, instead, shorter, lower stakes formative assessments and infusing more authentic assessment within the course whenever feasible. 

Educational Research
Find some resources here related to research in education at the college level. Coming soon!
Coming soon