At its core, pedagogy is the art, science, methods, and profession of teaching. Pedagogy can be viewed as an umbrella housing many related portions, which focus on topics such as methods, cultural aspects, practice, assessment of learning, and more. The teaching toolbox provides information for faculty and instructions for improving teaching through new pedagogical methods and assessment of student learning. The toolbox also provides resources to help build spaces that are equitable and inclusive and creating engaged learning opportunities. Think of this as a jumping off point and we encourage you to keep exploring the pedagogical world.
Effective Course Design
Backward Design differs from classic beginning-to-end approaches to instructional design where the instructor first decides what content to teach before developing activities and assessments for the resulting learning. Backward Design instead begins with desired end goals by focusing on what the learner will learn, rather than what the teacher will teach. In this sense, Backward Design is a student-centered approach.
Fink, L. Dee. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. Jossey-Bass Higher and Adult Education Series.
Wiggins GP, McTighe J. (2005). Understanding by Design. Moorabbin, Vic: Hawker Brownlow Education.
Promising Practices for Undergraduate Success
This toolkit provides an overview of six promising practices that instructors can use in their classrooms to support undergraduate student success. These include taking attendance, early low-stakes assessment, low-cost/no-cost textbook options, increased availability for student meetings, UNC progress reports, and student reporting.
Implementing one or more of these strategies into your classroom practice can help students be successful.
The syllabus is often the first point of contact that our students have with you and our course. It sets the tone for the course regarding how a student views the classroom climate. The syllabus is an important tool in communicating course learning outcomes to students and outlining the course requirements and schedule. It should be an invitation into a positive learning experience.
The CETL encourages equity-minded syllabus design. An equity-minded syllabus helps students have a positive experience in the course from day one. An equity-minded syllabus promotes student motivation and academic success.
- Developing an Effective Syllabus
- This document provides detailed information about syllabus components including sample language. You will also find links to various supporting resources.
- Course Schedule Templates
- Example of an Equity-Minded Syllabus
- Dr. Ginger Fisher's syllabus for BIO 110 provides a great example of an equity-minded syllabus.
- Compare a more traditional BIO 110 syllabus with the equity-minded syllabus.
- Supporting Student Success with an Equity-Minded Syllabus (Webinar)
- Susan Keenan and Cindy Shellito provide a step-by-step process that will allow you to reconsider your syllabus as a tool to support equity and inclusion.
- Tips for Creating a More Inclusive Syllabus
- UNC's Susan Keenan and Ginger Fisher, faculty in Biological Sciences, share tips for creating an equity-minded syllabus.
- Developing an Effective Syllabus
What is Authentic Assessment?
Authentic assessment moves away from evaluating mastery skills with quizzes and exams by requiring application of course knowledge to a new situation. Authentic assessments focus on complex, real-world situations that require a student to think about application of knowledge and skills in society rather than just in the classroom.
Equity & Inclusion
UNC is committed to the transformative power of education for all members of the campus community. University values of equity, inclusion, and diversity in the broadest sense create an environment where all UNC members can fulfill their potential. These values are important in the classroom, and this section of the toolkit provides resources for developing inclusive classrooms. Inclusive classrooms are characterized by:
- Assuring that the classroom is usable by students with differing characteristics, including accessible work stations and appropriate lighting and acoustic characteristics, etc.
- Building and maintaining an environment where all students feel comfortable expressing their opinions.
- Reviewing course content from multiple standpoints.
- Including research and writings from authors of diverse backgrounds.
- Being cognizant that scholars are influenced by their own worldview and their scholarship reflects this.
- Using multiple teaching methods to aid the academic success of students with varying learning styles.
- Encouraging critical thinking and academic excellence in a respectful environment.
- Recognizing and appreciating within-group differences, meaning that not all members of any particular group will hold the same opinion on any given issue.
- Assuring that all activities, materials, and equipment are physically accessible to and usable by all
For more information on inclusive classrooms, see Saunders & Kardia (1997) Creating Inclusive College Classrooms. Also review the presentation on inclusive classrooms from UNC's Department of Equity & Inclusion.
Community engaged teaching and learning provides students opportunities to apply content and disciplinary knowledge beyond the classroom, thus enhancing their learning experience while also positively impacting our communities. Community Engaged Learning (CEL) combines academic coursework and high impact practices by collaborating with partners to address challenges through:
- engagement practices that address societal needs identified by a community
- intentional integration of learning outcomes co-created with community partner(s)
- student preparation and ongoing critical reflection
- clearly articulated mutual benefits for students, community, and campus partners
- opportunities to critically examine social issues and situate self within a community setting
Get to Know UNC Students
Visit Institutional Reporting and Analysis Services for details about student enrollment and student success. UNC conducts numerous surveys of students. Contact the Office of Assessment for information about alumni placement and undergraduate student experiences and satisfaction. The Graduate School conducts annual surveys of graduate students that provide feedback on their experiences at UNC.
CETL provides support for your teaching through workshops, immersive learning communities, long-term cohort program, on demand personal consultations.