Synchronous and Asynchronous Teaching Methods
Asynchronous course delivery refers to delivering your course in a way that is not bound to a particular time or location. Course content and assessments delivered asynchronously leaves it up to the students when they participate in your class. Students who have other responsibilities or less frequent access to technology will benefit from asynchronous course delivery methods such as:
Synchronous course delivery refers to delivering course material to students at a particular time, all together. Course content and assessments delivered synchronously require students to participate in your class at a particular set time or window of time. Students who have other responsibilities or less frequent access to technology may need special accommodations such as recording live sessions for later viewing by those who were unable to participate.
NOTE: In order to facilitate the free exchange of ideas during lectures, if a faculty member intends to record their lecture with student participation, they must advise the students, via e-mail and at the beginning of the lecture, that the lecture, including their participation, is being recorded. Students should not be required to participate in the recorded conversation and should be encouraged to ask questions off-line. Further, the recorded lecture may be used by the faculty member and the registered students only for internal class purposes and only during the term in which the course is being offered.
Workshops/Training
- Virtual workshop on Making Your Video Effective for Learning: Slides from a synchronous virtual workshop addressing ways of making educational video effective, centered on but not limited to Mayer’s Principles for Multimedia Design.
- Teaching Online @ Pitt: The Teaching Online @ Pitt (TOP) course is now available. This is a self-paced, à la carte online course and instructors are free to explore what modules and topics are most relevant to their needs. These resources are designed to help instructors expand their pedagogical understanding of the practices that make for successful online teaching and learning. You can enroll in the Teaching Online @ Pitt course today.
Video
- Tips & Tricks for Educational Video Creation: An 8-minute asynchronous video in which Sera Thornton gives some of her personal tips and tricks for educators wanting to make their own educational video, derived from her experience learning how to do this herself.
Documents
- 10 Suggestions to Improve a Lecture: Tips for improving a lecture.
- Flex@Pitt Decision Table: A table to help instructors decide on the best format (synchronous, asynchronous, blended, etc.) for their Fall 2020 courses.
- ZOOM Webinars FAQ
Other Resources
-
Sample Canvas Course Shell: This course shell has been designed so that you can copy parts or all of this shell to your own course and edit and adapt it to your own course. Alternatively, you can use this shell as a model as you build your own course from scratch. These resources can assist:
- Open Educational Resources (OER): As you plan for remote teaching, you might consider adopting or adapting an Open Educational Resource (OER) for your course
Remote Course Development Strategies
Assess and Plan
Instructors should consider their familiarity with and current use of relevant instructional technologies (e.g., Canvas, Panopto, Skype, etc.), the structure and level of your course, the requirements of your discipline, the assignments and assessments you will need to deliver, and the particular needs of your students.
- Instructors should determine realistic goals regarding what can be accomplished.
- What learning outcomes need to be accomplished? What knowledge, skill or abilities do student still need to develop?
- What aspects of your original syllabus can you maintain in an online version of the course?
- Which assignments should you keep, and which should you modify or omit?
- What assessments or exams will you need to administer? How will you administer them?
- Determine your familiarity with Canvas.
- How do you currently use Canvas?
- Will you need support in setting up or putting your course materials into the LMS?
- What access do you have to the internet and to necessary educational technologies?
- What new technologies do you need to learn?
- Do you know where to get support and assistance with educational technologies?
- Evaluate your students’ access to technology.
- Do your students have access to the internet?
- Do your students have access to the devices necessary to participate in online/remote class activities, assignments and assessments?
- Determine how your course will be delivered.
- How will content best be delivered (synchronous vs asynchronous)?
- What technologies will you use (e.g., live video, web conferencing, Panopto recorded lectures, readings, discussion boards)?
- Can you use existing resources (e.g., Open Educational Resources (OER), YouTube Videos, LinkedIn Learning, Khan Academy, Ted Talks)?
- What new materials do you need to develop or create?
- Can you make any of your remaining assignments optional?
- Determine how you will assess your students?
- Will you need to administer quizzes, tests, final exams?
- Will students be completing final projects or presentations?
- Will you need to change your grading structure?
- Should you consider alternative weighting for assessments and grades?
Should you adjust the timelines for assignments, exams and other course deliverables?
Workshops/Training
- Accessibility Recorded Workshop: Recorded workshop discussing accessibility in the (online and face-to-face) classroom.
- Creating Scaffolded Projects for Remote Delivery Courses: A recorded video on creating scaffolded projects for remote delivery courses.
- Essentials for Remote Teaching: A recorded workshop on the essentials of remote teaching.
- Teaching Online @ Pitt: The Teaching Online @ Pitt (TOP) course is now available. This is a self-paced, à la carte online course and instructors are free to explore what modules and topics are most relevant to their needs. These resources are designed to help instructors expand their pedagogical understanding of the practices that make for successful online teaching and learning. You can enroll in the Teaching Online @ Pitt course today.
Video
- OCR Short Webinar on Online Education and Website Accessibility: A webinar on online education and website accessibility.
- Tips & Tricks for Educational Video Creation: An 8-minute asynchronous video in which Sera Thornton gives some of her personal tips and tricks for educators wanting to make their own educational video, derived from her experience learning how to do this herself.
Documents
- Beginning-of-Course Canvas Checklist
- Developing a Remote Communication Plan Template (DOC) and Example (PDF): A template for developing a remote communication plan for the semester.
- Flex@Pitt Decision Table: A table to help instructors decide on the best format (synchronous, asynchronous, blended, etc.) for their Fall 2020 courses.
- Learning Objectives and Alignment
- Remote Instruction Design Checklist: A checklist to help instructors plan and assess a fully online or remote course.
- Remote Learning: Communicating with Students: A document suggesting best practices for communicating online with students.
- ZOOM Webinars FAQ
Other Resources
-
Sample Canvas Course Shell: This course shell has been designed so that you can copy parts or all of this shell to your own course and edit and adapt it to your own course. Alternatively, you can use this shell as a model as you build your own course from scratch. These resources can assist:
Student Communication and Engagement
Remote Learning: Communicating with Students
Instructors should conduct an initial communication with their students to determine students’ expectations and needs. (Consider also watching this student panel, held 3/20/20, during which students shared some experiences with the shift to remote instruction.) It’s important to keep channels of communication open: now is a great time to reach out to your students to check in on their well-being and preparedness. Convey your continued investment in your students’ success in the course, and ensure they’re prepared for upcoming assignments and assessments. (In addition to the suggestions below, you may wish to direct them to Student Strategies for Success in a Remote Environment.)
Encourage students to …
- Take care of their health.
- Continue to maintain open communication with you.
- Reach out for help when they need it.
- Remain engaged in the course
- Important: If you have students who have been disengaged since resuming classes remotely (not submitting online work, not logging into the course site, etc.) you should attempt to reach out directly to them immediately to engage them. If they are unresponsive, consider notifying your department.
- Update you on their progress and communicate the need for support and/or flexibility with course deadlines.
- Communicate with Disability Resources Services as appropriate.
- Remember that success in the course is still possible.
Ask your students …
- How they are doing, and indicate your concern for their health, both physical and mental.
- What else you can do to support their learning during this time. As an instructor, you should keep in mind that this situation may exacerbate pre-existing inequalities and practice compassionate and equitable leadership.
- Whether or not they have the technology, time, and space necessary to complete assessments as (re)designed? (For example, if students need to record their presentations, do they have access to a webcam?)
- Are they spending a comparable and manageable amount of time on course work? Students can feel like written “participation” in an online discussion board takes more time and effort than spoken contributions in a face-to-face format. You might discuss how, in remote instruction, both “in-class” time and “homework” time are spent online, while at the same time adjusting/adapting workload to address the significant, unexpected pressures students are facing.
Student Strategies for Success in the Remote Environment
5 Instructional Compassion and Equity Reminders, or Showing Students Love in the Time of Coronavirus
Guidelines: Communicating With Your Students as Classes Resume Remotely
Articles
- Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
- Questions to Consider Before Assessing Student Participation: An article suggesting questions an instructor should consider before assessing students’ participation.
Workshops/Training
- Virtual workshop on Making Your Video Effective for Learning: Slides from a synchronous virtual workshop addressing ways of making educational video effective, centered on but not limited to Mayer’s Principles for Multimedia Design.
- Accessibility Recorded Workshop: Recorded workshop discussing accessibility in the (online and face-to-face) classroom.
E-Books
(Note: All resources linked below require access through the MyPitt Portal.)
- How Learning Works: Seven Research-Based Principles for Smart Teaching: A discussion of the learning process through seven research-based principles.
- Teaching at Its Best: A Research-Based Resource for College Instructors: A research-based resource for college instructors.
Videos
- Tips and Tricks for Educational Video Creation: An 8-minute asynchronous video presentation with tips and tricks educators can use to make their own educational videos.
- Student Voices at Pitt
Teaching Resources and Links
Documents
- 5 CATs: Classroom Assessment Techniques
- 10 Suggestions to Improve A Lecture: Tips for improving a lecture.
- Building Rapport With Your Students: A list of some ways to build authentic connection with students.
- Designing Discussion Questions Using Bloom’s Taxonomy Examples
- Developing a Remote Communication Plan Template (DOC) and Example (PDF): A template for developing a remote communication plan for the semester.
- PRIDE Syllabus: Inspired by the Black Lives Matter Syllabus Maybe you’ve heard it before, seen it on signs: The first Pride was a riot. When individuals in LGBTQIA+ communities say this, it’s often both as a reminder of the annual celebration’s radical origins in the 1969 Stonewall Rebellion and as a criticism of depoliticized Pride celebrations that prioritize corporations over the most marginalized of their own communities. And so while Pride is a time of self-affirmation, it’s also a time to celebrate the diverse history of LGBTQIA+ communities and honor radical demands for equality.
- Remote Learning: Communicating with Students: A document suggesting best practices for communicating online with students.
- Strategies for Faculty to Communicate with Students: Strategies to enhance faculty communication with students during COVID.
Other Resources
- Anti-Racism Resources: This page will be updated regularly with pedagogical approaches and general resources for anti-racist work in teaching and learning. Please e-mail us at teaching@pitt.edu with any suggestions you may have for additional content. Thank you!
- Sample Canvas Course Shell: This course shell has been designed so that you can copy parts or all of this shell to your own course and edit and adapt it to your own course. Alternatively, you can use this shell as a model as you build your own course from scratch. These resources can assist:
Assessment Strategies
Assessments, Exams, and Finals in the Online Environment
During the term, you may need to evaluate your finals, exams, and other assessments for delivery in an online/remote format. Many assessments (e.g., research papers, written projects, essays) can be administered through Canvas or other web-based technologies (e.g., email). Often, these may need little or no modification.
However, some assessments (e.g., multiple-choice exams, finals) often require the instructor, TAs or a proctor to be present. If that is the case, it may be helpful for you to think about alternative ways to assess your students in the event that traditional face-to-face administration of exams is not available. Below are some key considerations for thinking about course-level assessments (particularly, multiple-choice exams) in a modified instructional environment and some alternative formats for assessing student learning that may be helpful if you suddenly have to move your class online.
Remote administration and proctoring of exams. Social distancing and the avoidance of gathering in groups is an important directive in the current disruptive context. Therefore, proctoring of exams at the University of Pittsburgh Testing Center will not be available.
Many vendors have been contacting the University through direct marketing campaigns with offers of free access to their remote proctoring services. While these technologies may appear attractive given our current remote teaching situation, there is no one-size-fits-all product, and a university-wide solution will not be integrated in time for finals for a variety of reasons.
It is important to note that some faculty have already used Zoom to successfully proctor synchronous exams, while others have modified their exam formats entirely. The Teaching Center recommends that faculty consider alternatives to traditional exams at this time, and we are available to help.
Set realistic expectations to help both you and your students. Let students know that you may need to make changes that will help them continue to learn, and that these changes may require some adjustment from instructors, TAs and students. Communicate with your students early and often about any changes you may make and reassure students that you are taking into account any unusual external circumstances in assessing their work in the class.
Recognize that learning can be demonstrated in many ways. Multiple-choice exams are a common method of assessing student learning in higher education, and they have many advantages. It may be helpful, however, to explore other assessments you can assign to allow students to demonstrate their learning. Multiple-choice exams tend to be very effective for committing key concepts to memory and for prompting recall, both of which are fundamental to learning. However, assessments that call on students to analyze, synthesize, evaluate and apply information are also very effective, though they may require more time from instructors to plan and evaluate.
Evaluate course changes for impacts on equity and inclusivity. Changes made to your teaching should not adversely impact students. When considering a possible change, ask yourself if the change has the potential to disadvantage any particular group of students in your class.
Recognize that each assessment method has both advantages and disadvantages. Each of the methods identified below has strengths and weaknesses that you will need to determine and assess based on your instructional context. Weigh your concerns about integrity of the testing process against the possible consequences for students from changing your tests/assessments. You may also want to consider the amount of time you and your TAs (as relevant) will need to modify the tests/assessments and to grade or give feedback on them.
Is a Final Examination required or necessary?
The first question to consider is whether or not a final examination is required or necessary. It may be that students have produced sufficient content to demonstrate the necessary knowledge, skills and abilities for your course. In such instances, a final exam may not be necessary. Check with your department chair or dean to identify appropriate policies and guidelines regarding the administration of final exams.
- Use the Final Exam Decision Tree to help determine if and how to administer a final exam.
- Additional guidance on is available on whether you need to put your exam online.
What alternatives exist to face-to-face finals and exams?
The following suggestions are designed to address issues of academic integrity that can arise when exams are administered outside of the classroom.
Shift to an Open Book exam format. This format promotes student learning and can help to neutralize the possibility that students will inappropriately rely on other resources to complete the exam by allowing them to consult other resources. The following elements can be added to the exam (alone or in combination) to help ensure that students maintain academic integrity when course assessments happen outside of the classroom.
- Add a section to the exam that requires students to give the course-related sources they used to answer each question (including page numbers, where appropriate), as well as the citation information of any other resources they used. Consider telling students they can use outside sources if they also give a well-considered recommendation as to whether the outside sources should be incorporated into the class in future quarters.
- Add a question that asks students to write a short reflection on what they learned either about the content or about their own learning processes from the process of researching the questions.
- Have students choose one question or problem on the exam that was difficult and explain the process they went through to find the answer and/or to solve it.
- Have students choose the most interesting question or section on the exam and write a short paragraph explaining why they think it was interesting. A variation on this: Have students choose the question or section of the exam that targets information they feel is most applicable to their future careers and explain why they feel it is valuable for them to know this information.
Strategies to Address Cheating Online
Using the Closed-Book format, you may find the following suggestions helpful. Consider reducing the number of single-choice answers (e.g., multiple-choice questions) in order to add:
- Short answer questions. Adding several short answer questions that have been tailored to information presented in lectures gives students a chance to display what they have learned. It also encourages students to maintain academic integrity by tying their responses to what they learned by attending your class.
- A metacognition task. Insert a section where students look at errors on a past exam and explain the correct answer to earn a certain number of points determined in advance by the instructor. This develops metacognition, helps students improve their learning, and makes connections to students’ past class performance.
- A transformative reflection. Provide a question asking students to write a short reflection on how the course has changed their thinking about the course topic or about a course sub-topic. This helps students to become more aware of the effect your class has had on them intellectually.
- Resource recommendations. Have students give a recommendation for two scholarly articles, news articles, videos, or other instructional media that the students have researched by writing a short (1-2 paragraph) explanation of how these pieces could help future students understand the course material.
- An application task. Have students choose a question from the exam and explain how the knowledge it tests is important when applied to the field. Make sure you have discussed applications in class, and if not, it may be helpful to let students know that you encourage innovation on this task. If application is something you have not discussed in class, you may want to modify your grading criteria to reflect this.
- Move to an entirely short-essay exam format. If possible, convert your multiple-choice questions to a series of questions that require students to write one-to-two-paragraph responses synthesizing course content. Tailor the questions to your course’s specific content to encourage students to produce their own work and to discourage inappropriate reliance on outside sources (i.e., plagiarism). Be sure to let students know the criteria you’ll use to evaluate their responses (e.g., a rubric) before they take the exam. If students have been expecting a multiple-choice test throughout the quarter, you may want to be mindful of the effect a sudden change in format can have on students’ ability to be successful on the exam, and weigh this against any changes you might make. If you feel the change is warranted, explain to students the reason for the change, and reassure them of your concern for their learning.
- Assign an annotated bibliography. If a traditional exam is not possible, and it serves your learning outcomes for your students, you might consider having students write an annotated bibliography in which they choose 5-10 key scholarly articles from the course readings and write a short critical summary for each, explaining what the article is about and then giving their assessment of the article’s value to the field. Initially, students may think this is a difficult task, especially if they have never encountered such an assignment. Giving students a model for the task can be helpful and reminding students that it builds on skills they likely already possess (writing summaries, for example) can go a long way to ease their anxiety. If this is a novel task for students that is being introduced, due to external circumstances affecting your course, you may want to adjust your grading criteria accordingly.
- Assign an application task. Give students a real-world problem-based application of the concepts (or just a single key concept) from your course and ask them to explain they would use the information learned in your class to solve the problem. This would require students to analyze the problem and then synthesize a response to it by revisiting the concepts learned in your course and applying them to the scenario you have described. This, again, could be difficult for some students. If application is something you have not discussed in class, you may want to modify your grading criteria to reflect this.
Articles
- Questions to Consider Before Assessing Student Participation: An article suggesting questions an instructor should consider before assessing students’ participation.
E-Books
(Note: All resources linked below require access through the MyPitt Portal.)
- How Learning Works: Seven Research-Based Principles for Smart Teaching: A discussion of the learning process through seven research-based principles.
- Teaching at Its Best: A Research-Based Resource for College Instructors: A research-based resource for college instructors.
- Culturally Responsive Pedagogy: Working towards Decolonization, Indigeneity and Interculturalism
Videos
- Intro to Gradescope: A short video introducing the tech tool, Gradescope.
Teaching Resources and Links
- Information Literacy Rubrics: The ULS Information Literacy and Assessment Working Group has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.
- Sample Rubrics by AAC&U: Interactive site where you can input learning outcomes to get downloadable rubrics.
- STEM Assessments: Here, we provide information about some assessment instruments that have been developed in the fields of Physics, Biological Sciences, Mathematics, Chemistry and Computer Science education. This information is by no means comprehensive, but it is intended to provide a starting point for thinking about assessing teaching effectiveness and investigating the extent to which various instructional goals are met by implementing a transformed course.
Documents
- 5 CATs: Classroom Assessment Techniques
- Alternative Final Assessment Ideas: The purpose of this document is to create a list of alternative final assessments that instructors may not have considered using in the past that are:
- Remote delivery-friendly.
- Responsive to the unique challenges students face this semester and do not create unnecessary, additional burdens for faculty or students.
- Accessible, equitable, and flexible.
The goal is to help instructors think creatively about how students might demonstrate mastery of student learning objectives.
- Sample Syllabus Statement on Specs Grading: A sample syllabus statement on specs grading.
Other Resources
- Anti-Racism Resources: This page will be updated regularly with pedagogical approaches and general resources for anti-racist work in teaching and learning. Please e-mail us at teaching@pitt.edu with any suggestions you may have for additional content. Thank you!
-
Sample Canvas Course Shell: This course shell has been designed so that you can copy parts or all of this shell to your own course and edit and adapt it to your own course. Alternatively, you can use this shell as a model as you build your own course from scratch. These resources can assist:
Stay Informed
Stay informed: Gather information to inform and guide your course modification plans and to stay abreast of changing information, guidelines and recommendations.
- Monitor national, local and university information.
- The University of Pittsburgh, Office of Public Safety & Emergency Management page
- The Allegheny County COVID-19 page
- The CDC COVID-19 Situation Summary page
- The World Health Organization Situation Reports
- Locate and review relevant policy
- University of Pittsburgh Course Cancellation Policy [PDF]
- University of Pittsburgh COVID-19 Standards & Guidelines
- University of Pittsburgh Grading Policy
- University of Pittsburgh Work from Home Policy
- US Department of Education memo from March 05, 2020 regarding Guidance for Interruptions of Study Related to COVID-19
- Consult with:
- Your School and department regarding plans to best continue with classes in the event of changes to normal campus operations
- The University Center for Teaching and Learning for instructional strategies to inform instructional continuity and assistance with Canvas and other educational technologies to support online education
- Your instructional team, including co-instructors, TA’s, course coordinators, etc.
Canvas Resources
Help for Canvas Users
As always, 24/7 help for these tools is available via the Help button in the global navigation menu.
- Beginning of the Course Canvas Checklist
- Remote Instructional Design Checklist
- Creating discussion boards
The Canvas Discussions tool can be used for student-to-student interaction, as well as instructor-led discussions or a Q&A forum where students can ask questions about practical considerations, dates and scheduling, etc. - Creating groups of students
Creating groups in Canvas for students to work on projects together has the advantage of allowing you to view what they are working on . - Using Panopto with Canvas
You can use Panopto to create and give students access to recorded lectures and other multimedia resources. - Synchronous classes using the Conferences tool
Canvas is currently configured to use Big Blue Button as its web conference tool. You can use Big Blue Button to hold synchronous online lectures and discussions, or virtual office hours. Note: Our license with BBB keeps recordings available for 14 days and does not permit downloading. For a more fully featured tool, consider using the Zoom Canvas integration.
Workshops/Training
- Recorded Canvas Workshops: Recorded workshops about Canvas.
- Teaching Online @ Pitt: The Teaching Online @ Pitt (TOP) course is now available. This is a self-paced, à la carte online course and instructors are free to explore what modules and topics are most relevant to their needs. These resources are designed to help instructors expand their pedagogical understanding of the practices that make for successful online teaching and learning. You can enroll in the Teaching Online @ Pitt course today.
Videos
- Intro to Gradescope: A short video introducing the tech tool, Gradescope.
Teaching Resources and Links
- Canvas Integration Tools List: This gallery contains the latest information on which 3rd party integrations are currently available or in progress. As integrations are added or updated, this gallery will be updated as well. Each card indicates the current status of that integration, provides a brief description, and where appropriate contains links to more information. If you would like to submit an integration request for consideration, please use this form.
- Pitt Canvas Learning Center: Publicly available Canvas-based website of self-help resources. Mainly features technology, but could easily be expanded/rebranded as a central location for a lot of other content.
- Canvas@Pitt contains more information about Pitt’s transition to Canvas
Other Resources
-
Sample Canvas Course Shell: This course shell has been designed so that you can copy parts or all of this shell to your own course and edit and adapt it to your own course. Alternatively, you can use this shell as a model as you build your own course from scratch. These resources can assist:
Teaching Resources and Links
Other University Technology Tools and Services
These tools and services are managed out of Pitt IT and help for them can be had 24/7/365 from the Pitt IT Help Desk.
- Virtual Lab
The Pitt IT Virtual Lab enables you to access much of the same lab software and resources that you use while sitting in a Pitt IT Student Computing Lab on campus. - Pitt email and calendar (Outlook)
- Skype for Business
- Microsoft Teams
- Pitt Virtual Private Network (VPN)
- Pitt Software Services
- The Study Lab On Demand, offered by the Dietrich School of Arts and Sciences, provides online modules to help you succeed in a new learning environment. The modules are free and available to any Pitt student.
- Study Lab also continues to offer one-on-one peer tutoring and academic coaching sessions to Dietrich School undergraduates. All appointments are held in a virtual classroom and can be scheduled online.
- Zoom Videoconferencing
- Zoom How-to Resources
Articles
- Suggestions for Maximizing the TA Experience: Teaching assistants (TAs) are integral to the educational goals of the University, yet faculty members and course directors often wonder how best to involve their teaching assistants in their courses. As graduate TAs receive funding and make progress toward their degrees, they also contribute substantially to the student experience, in roles that may include: course planning, grading and providing feedback, leading recitations and labs, holding office hours and review sessions, developing lesson plans, creating assessments and activities, taking attendance and maintaining the class Canvas site.
Workshops/Training
- LinkedIn Learning: Free to Pitt users, LinkedIn offers online educational videos by industry experts.
E-Books
(Note: All resources linked below require access through the MyPitt Portal.)
- How Learning Works: Seven Research-Based Principles for Smart Teaching: A discussion of the learning process through seven research-based principles.
- Online Teaching At Its Best: A research-based resource for online teaching.
- Radical Hope: A Teaching Manifesto: An argument for the emancipatory potential of teaching.
- Teaching at Its Best: A Research-Based Resource for College Instructors: A research-based resource for college instructors.
Videos
- Cognitive Theory of Multimedia Learning – short video intro: A 5-minute asynchronous video offering an introduction into the cognitive theory behind why we believe Mayer’s Principles work
- Mayer’s Principles of Multimedia Design: Short video intro: A 9-minute asynchronous video listing and giving examples of Mayer’s Principles
Teaching Resources and Links
- Center for Integrating Research, Teaching, and Learning: The Pitt-CIRTL Community at the University of Pittsburgh is training the next generation of STEM faculty members with knowledge of and engagement in evidence-based teaching/learning practices. Our learning community consists of a diverse and vibrant group of PhD students, Post-docs, and Faculty members. Pitt-CIRTL offers in-person professional development courses (available for transcript credit or not-for-credit), seminars, and workshops in addition to the online courses, seminars, and workshops offered through the CIRTL Network.
- Discipline-based Science Education Research Center: dB-SERC conducts workshops and offers consultations for both veteran and new faculty and teaching assistants with a mission to help a wider audience of faculty and graduate students learn about effective approaches to teaching.
- Engineering Education Research Center: The Engineering Education Research Center has assembled a series of resources for faculty including links to live and recorded events, a suitcase course planning tool, the EERC YouTube channel, and more. Visit the SharePoint site for more information. Pitt credentials are required.
- Healthy Lifestyle Institute
- Information Literacy Rubrics: The ULS Information Literacy and Assessment Working Group has created several rubrics that can be used by faculty and librarians to incorporate appropriate structure and assessment to the development of their instructional sessions.
- Open Educational Resource Commons: Open Educational Resources (OER) are teaching and learning materials that you may freely use and reuse at no cost, and without needing to ask permission. Unlike copyrighted resources, OER have been authored or created by an individual or organization that chooses to retain few, if any, ownership rights.
- Sample Rubrics by AAC&U: Interactive site where you can input learning outcomes to get downloadable rubrics.
Documents
- Flex@Pitt Decision Table: A table to help instructors decide on the best format (synchronous, asynchronous, blended, etc.) for their Fall 2020 courses.
- PRIDE Syllabus: Inspired by the Black Lives Matter Syllabus Maybe you’ve heard it before, seen it on signs: The first Pride was a riot. When individuals in LGBTQIA+ communities say this, it’s often both as a reminder of the annual celebration’s radical origins in the 1969 Stonewall Rebellion and as a criticism of depoliticized Pride celebrations that prioritize corporations over the most marginalized of their own communities. And so while Pride is a time of self-affirmation, it’s also a time to celebrate the diverse history of LGBTQIA+ communities and honor radical demands for equality.
- Syllabus Checklist: Instructors should provide a syllabus to students enrolled in their course. This document provides a point-by-point breakdown of what to include.
- ZOOM Webinars FAQ: Please note that Zoom Videoconferencing and Zoom Video Webinars differ in access and functionality. All University faculty can host Zoom online meetings, while Zoom Webinars requires special permission granted at the individual department/school level.
Other Resources
- Anti-Racism Resources: This page will be updated regularly with pedagogical approaches and general resources for anti-racist work in teaching and learning. Please e-mail us at teaching@pitt.edu with any suggestions you may have for additional content. Thank you!
Educational Equity and Accessibility
Guidelines and Best Practices for Quality and Accessibility
- Using SensusAccess to create accessible course materials for students with disabilities
- Adding Captions to Your Panopto Videos
- Adding Subtitles and Captions to your YouTube Video
- Using Closed Captioning in Zoom
Workshops/Training
- Accessibility Recorded Workshop: Recorded workshop discussing accessibility in the (online and face-to-face) classroom.
Video
- OCR Short Webinar on Online Education and Website Accessibility: A webinar on online education and website accessibility.
- Recording of ODI Panel “I Can’t Breathe: From Agony to Activism”: This emergency installment of our This Is Not “Normal”: Allyship and Advocacy in the Age of COVID-19 town hall series — ‘I Can’t Breathe: From Agony to Activism’ — addressed the troubled history between race and justice, with a focus on the recent tragedy in Minnesota, and outline tangible actions the community can take to achieve justice and equity. The program featured a panel of community activists, educators, mental health experts and public servants.
Teaching Resources and Links
- Instructional Accessibility at Pitt: Teaching in the Information Age generates and makes use of a great deal of digital content, including, but not limited to: Word documents; PDF files; PowerPoint slides; audio and video recordings; and web pages. Students with disabilities may have difficulty using such materials. This website offers recommendations and resources to help you evaluate and improve the accessibility of your course materials in order to better serve the vibrant and diverse community at Pitt.
- Broadening Equity in STEM Center (BE STEM): Faculty and staff from five schools, the Kenneth P. Dietrich School of Arts and Sciences, Swanson School of Engineering, School of Computing and Information, School of Education, and School of Medicine, along with several academic and administrative units, including the Center for Urban Education and the Learning Research & Development Center, comprise BE STEM’s multidisciplinary collaborative team at the University of Pittsburgh. The team leverages academic and professional expertise centered on broadening equity work. BE STEM’s mission is to increase diversity in Pitt’s STEM programs by serving as a hub interconnecting like minded but siloed efforts and providing programs with relevant organizational support.
Documents
- Building Rapport With Your Students: A list of some ways to build authentic connection with students.
- Developing a Remote Communication Plan Template (DOC) and Example (PDF): A template for developing a remote communication plan for the semester.
- Strategies for Faculty to Communicate with Students: Strategies to enhance faculty communication with students during COVID.
Other Resources
- Anti-Racism Resources: This page will be updated regularly with pedagogical approaches and general resources for anti-racist work in teaching and learning. Please email us at teaching@pitt.edu with any suggestions you may have for additional content. Thank you!
Archived Workshops and Training
Previous virtual workshops on various topics are available for viewing. Please note that captioning is an ongoing process and some presentations contain audio only.