Contents

1. Faculty Institute on Teaching

   1. Program Curriculum

   2. Writing Course Learning Outcomes

      1. Why Learning Outcomes?
      2. Revised Bloom’s Taxonomy of Learning: The “Cognitive” Domain
      3. Fink’s Taxonomy of Significant Learning
      4. Writing Learning Outcomes – continued
      5. Examples of strong – not perfect – course learning outcomes
      6. Resources for writing learning outcomes:

   3. Learning Outcome Development

      1. Outcome Improvement Examples

   4. Content Sequencing As Storytelling

      1. Attributions
2. Supplemental Resources: Supporting Student Learning

   1. Campus Resources - Teaching, Learning, and Wellbeing

      1. Campus Support Resources
      2. Faculty Advising
      3. Campus Events and Workshops

   2. Syllabus Design

      1. Key Resources and UW-Specific Information
      2. Composing and Revising Course-Level Learning Outcomes
      3. Planning Your Course Calendar and Credit Hours
      4. Inclusive and Accessible Syllabus Design
      5. Office Hours

   3. Partnering With a TA Teaching Team

   4. Supporting Student Writers

   5. Learning Assessment Techniques Database

      1. About This Resource
      2. How To Use The Database
      3. Using Filters to Highlight the Most Relevant Activities For Your Classroom

   6. Setting Policies for Camera Use in Zoom Class Meetings

      1. Why Might People Have Their Cameras Off?
      2. Why Might People Want Cameras On?
      3. Decision Points: Aligning Learner-Centered Goals With Course Policies

   7. Question / Prompt Cues for Bloom's Taxonomy

      1. Context
      2. (1) REMEMBER
      3. (2) UNDERSTAND
      4. (3) APPLY
      5. (4) ANALYZE
      6. (5) EVALUATE
      7. (6) CREATE
      8. Resource Attributions

   8. Where Can I Go to Find Assignments and Activities to Adapt?

   9. Designing Effective Assessments

      1. Communicating Assignment Goals & Expectations
      2. Designing Effective Writing Assignments
      3. Developing Assessment Criteria

   10. Improving Office Hours

       1. Demystifying Office Hours From Day One – A “Tasting Menu” Approach
       2. Intermittent Descriptive Reminders
       3. Not This—But That

   11. Facilitating Group Work

   12. Constructive and Destructive Group Behaviors

       1. Constructive Group Behaviors
       2. Destructive Group Behaviors

   13. Building an Effective Working Team: Reflection Questions

   14. Strategies for Inviting Mid-Semester Student Feedback

   15. FERPA

   16. Acknowledging Responses to Political Events

       1. Step 1. Self-reflection to identify your current bandwidth.
       2. Step 2. Self-reflection to identify your pedagogical/disciplinary proximity.
       3. Step 3. Explore the quadrant and pedagogical response best suited to your personal bandwidth and pedagogical/disciplinary proximity.
       4. Closing Considerations

   17. Writing Good Multiple Choice Test Questions

       1. Additional Resources
3. Planning for Instructional Contingencies

   1. Tools for Synchronous Discussion and Digital Office Hours

      1. Holding Virtual Office Hours

   2. Surveying Students About Their Ability to Access Digital Learning Environments

      1. August 2020 Update
      2. March 2020

   3. Examples of Early Communications With Students (COVID-19 Remote Transition)

4. Writing Support and Productivity Resources for Faculty

   1. Individual Writing, Research, and Productivity Resources

   2. Starting a Writing Group With Colleagues

      1. Overview
      2. Writing Group Structures
      3. Resources
      4. Writing Groups Outside of UW
5. Examples In Practice

   1. SUBSECTION: Establishing a Positive Learning Environment From Day 1

   2. Example - Office Hours Description for an E100 Course

      Naomi Salmon

      1. E100 Student Hours (AKA Office Hours) With Naomi

   3. Day 1 Activity Example: "About Me and About You"

      Christian Castro

   4. What are your favorite "check-in" questions and activities?

6. 1. Johari Window Diagram

7. APPENDIX: Media Long Descriptions