Helpful Videos & Resources

• Syllabus template introduction (1:20)
• Basic course information (:54)
• Basic course information (objectives, e-reserves, clinical lab) (:59)
• Course content table (1:47)
• Evaluation methods to grading policies (:52)
• Course communication and strategies for success (:44)
• University and college-specific policies (:37)
• Rush University definitions for online, blended, and web-enhanced courses (1:59)
• Codes for online courses (1:48)
• Codes for blended, face-to-face, and web-enhanced courses (2:28)

If you have further questions about the syllabus template, or course codes, please contact CTEI@rush.edu.

Assessment faculty panel series
 

This series of discussions included a panel of Rush University faculty, tackling the challenging subject of assessing students. The links to the records can only be accessed by people with a Rush.edu email address.

Part 1: The assumptions we make about assessment (59:54)

Part 2: Alternatives to traditional, high-stakes, summative assessments (coming in December)

Part 3: How to write fair and effective traditional exam questions & make exams Canvas friendly (coming in December)

Below is the list of CTEI workshop recordings that are on YouTube. To view a recording, visit our CTEI YouTube channel and visit our channel often for new workshop recordings.

Canvas

• How to export a Blackboard 9 course into Canvas (5:10)
• Applying weekly overview template to the Blackboard course import (10:26)
• After effects of exporting Blackboard into Canvas (3:50)

Accessibility and Universal Design

• Accessibility & Universal Design (28:21)

Assessing Student Learning

• Authentic Assessment: Moving Away from Memorization (40:51)
• Efficient Grading Techniques for Online Learning (47:52)
• More than Grades: Keys to Effective Feedback (43:26)
• Roadmap to Rubrics: Painles & Straightforward Grading Using Rubrics (17:48)
• Small Changes, Big Impact: Formative Assessments (58:55)

Course Design & Support

• Curriculum Maps: Masterplans for Teaching & Learning Success (50:48)
• Enough is Enough: How to Realistically Determine Course Workload (39:47)
• HyFlex Course Design Model Introduction (47:25)
• Overview of Rush Standards for Online Course Design 931:45)

Teaching Strategies

• Evidence-Based Practices for Teaching Synchronously/Live Online Sessions (48:15)
• Evidence-Based Practices for Designing & Teaching HyFlex Courses (1:00:22)
• Introduction to Educational Escape Rooms (43:21)
• Presentation Techniques: Creating and Presenting with Style! (40:07)
• Student Centered Learning (47:16)
• Teaching Strategies for the Active Learning Classroom (41:22)
• Time Management Strategies in Online Teaching (36:23)

Technology Tools

• Flipgrid for your Class (46:09)
• O365 Teams for Teaching and Learning (41:48)
• Screencast-O-Matic Workshop (34:08)

Active Learning

Students’ Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms; Jung Hyun, Ruth Ediger, and Donghun Lee; 2017

Using Kahoot! in the Classroom to Create Engagement and Active Learning: A Game-Based Technology Solution for eLearning Novices; Carolyn M. Plump, Julia LaRosa; 2017

Bloom’s Taxonomy Resources

• Blooms Taxonomy -  Application in Exam Papers Assessment; S. Ilango Sivaraman and Dinesh Krishna; 2015
• Biology in Bloom: Implementing Bloom’s Taxonomy to Enhance Student Learning in Biology; Alison Crowe, Clarissa Dirks, Mary Pat Wenderoth; 2017
• Bloom’s taxonomy of cognitive learning objectives; Nancy E. Adams; 2015

• A comparison of revised Bloom and Marzano’s New Taxonomy of Learning; Jeff Irvine; 2017

Coming soon