- Advancing Mentorship Practices
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- Teaching Transformations: Faculty Reflections and Insights on Pandemic Practices
- Teaching Transformations: Faculty
- Teaching Transformations: Alan Detton
- Teaching Transformations: Amy Kapadia & Yamile Marti
- Teaching Transformations: Brent Stockwell
- Teaching Transformations: Christian Rojas
- Teaching Transformations: Christopher Munsell
- Teaching Transformations: Christopher Vicente Hsin-Hung S. Chen
- Teaching Transformations: David Helfand
- Teaching Transformations: Devon Rupley
- Teaching Transformations: Dr. Alfredo Spagna, PhD
- Teaching Transformations: Dr. Beth Barron
- Teaching Transformations: Dr. Denise Cruz, Ph.D.
- Teaching Transformations: Dr. Seyhan Erden, PhD
- Teaching Transformations: Elizabeth Marie Philipone
- Teaching Transformations: Ellen Fahey
- Teaching Transformations: Felicia Mensah
- Teaching Transformations: Gregory Wawro, Tian Zheng, and Andrew Gelman
- Teaching Transformations: Haeny Yoon
- Teaching Transformations: Hardeep Johar
- Teaching Transformations: Harold Stolper
- Teaching Transformations: Heather Butts, JD, MPH, MA
- Teaching Transformations: Hod Lipson
- Teaching Transformations: Instructor
- Teaching Transformations: Janis Cutler
- Teaching Transformations: Jenny Davidson
- Teaching Transformations: Jessica Goldstein
- Teaching Transformations: Juan Herreros
- Teaching Transformations: Karol DiBello
- Teaching Transformations: Katherine Segal
- Teaching Transformations: Katja Vogt
- Teaching Transformations: Lars Dietrich, Ph.D.
- Teaching Transformations: Latisha Hanson
- Teaching Transformations: Laura Kelly
- Teaching Transformations: Lola Ben-Alon
- Teaching Transformations: Maura Abbott
- Teaching Transformations: Mona Boside
- Teaching Transformations: Natalie Voigt
- Teaching Transformations: Norman Bartczak
- Teaching Transformations: Pamela Cobrin
- Teaching Transformations: Rachel Narehood Austin
- Teaching Transformations: Rym Bettaieb
- Teaching Transformations: Sally Aboelela
- Teaching Transformations: Sarah Hansen
- Teaching Transformations: Sarah Holloway
- Teaching Transformations: Satoko Matsumura
- Teaching Transformations: Seth Cluett, Ph.D.
- Teaching Transformations: Terryanne Maenza-Gmelch
- Teaching Transformations: Thomas Groll
- Teaching Transformations: Todd Jick
- Teaching Transformations: Yevgeniy Yesilevskiy
- Teaching Transformations: Yi Zhang
- Teaching Transformations: Introduction
- Teaching Transformations: Themes
- Teaching Transformations: Faculty
- Thank-a-Prof/Thank-a-TA
- Poll Everywhere: Audience Response System
- Techniques for Just-in-Time Teaching in a Medical School Course
- Assessing student understanding of important concepts during a lecture in the College of Dental Medicine
- Check if course reading was completed and receive immediate course feedback
- Using anonymous responses to identify errors in tone and pronunciation in a Mandarin Chinese course
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- Active Learning in the Technology-Enhanced Classroom
- Supporting Learning in Intro Lab Courses at Columbia: A Learner’s Perspective
- What Makes a Class Inclusive?: Six Learners’ Perspectives
- Reflections on Week 1 of Remote Learning in Spring 2020
- Thoughts and Experiences with Inclusive Teaching and Learning Online
- Four Virtual Teaching Practices to Bring into the In-Person Classroom
- Learner-Centered Teaching
- Learning Through Online Discussion
- Remote Learner-Centered Teaching
- Active Learning: The Learner’s Perspective
- Assessment Strategies that Keep Students Engaged in their Learning: Four Learners’ Perspectives
- Collaborative Learning: The Learner’s Perspective
- Community Building: The Learner’s Perspective
- Feedback for Learning in the Science Classroom
- Four Elements of Slide Design that Matter to Students’ Learning
- Learner Perspectives on AI Tools: Digital Literacy, Academic Integrity, and Student Engagement
- Reflections on the Return to In-Person Learning in Fall 2021
- Remote Teaching and Learning: Three Learners’ Perspectives on Inclusion
- Ungrading: Reimagining Assessment of Student Learning
- Faculty Spotlights
- Contacts for Faculty
- Voices of Hybrid & Online Teaching and Learning
- Voices of Hybrid & Online Teaching and Learning: Amanda Sarafian
- Voices of Hybrid & Online Teaching and Learning: Anonymous Student
- Voices of Hybrid & Online Teaching and Learning: Beth Barron
- Voices of Hybrid & Online Teaching and Learning: Costis Maglaras
- Voices of Hybrid & Online Teaching and Learning: Daniel Geller
- Voices of Hybrid & Online Teaching and Learning: Dawn Nilsen
- Voices of Hybrid & Online Teaching and Learning: Denise Cruz
- Voices of Hybrid & Online Teaching and Learning: Diana Rose Newby
- Voices of Hybrid & Online Teaching and Learning: Donian Chyong
- Voices of Hybrid & Online Teaching and Learning: Hans Bernier and Kelly Smith
- Voices of Hybrid & Online Teaching and Learning: Jacob Stern
- Voices of Hybrid & Online Teaching and Learning: Janis Cutler & Catherine Parker
- Voices of Hybrid & Online Teaching and Learning: Julian Chen
- Voices of Hybrid & Online Teaching and Learning: Kalisa Ndamage
- Voices of Hybrid & Online Teaching and Learning: Katherine Segal
- Voices of Hybrid & Online Teaching and Learning: Lia Marshall and Aparna Balasundaram
- Voices of Hybrid & Online Teaching and Learning: Manan Ahmed
- Voices of Hybrid & Online Teaching and Learning: Martina Pavlicova and Cale N. Basaraba
- Voices of Hybrid & Online Teaching and Learning: Michelle Yao
- Voices of Hybrid & Online Teaching and Learning: Midori Hosoda
- Voices of Hybrid & Online Teaching and Learning: Pallavi Utukuri
- Voices of Hybrid & Online Teaching and Learning: Sajan Bar
- Voices of Hybrid & Online Teaching and Learning: Statia Cook
- Voices of Hybrid & Online Teaching and Learning: Tal Lazar
- Voices of Hybrid & Online Teaching and Learning: Thomas Groll
- Voices of Hybrid & Online Teaching and Learning: Vicky Murillo
- Voices of Hybrid & Online Teaching and Learning: Weiping Wu
- Voices of Hybrid & Online Teaching and Learning: Yarin Reindorp
- Voices of Hybrid & Online Teaching and Learning: Yongmei Huang
- For Graduate Students
- CTLgrads Learning Communities
- Offerings for Graduate Students
- Representing Your Teaching Summer Intensives
- Consultations for Graduate Students
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- Mid-Course Review
- Online CIRTL Network Opportunities
- On-Demand Resources for Graduate Students
- Seminars and Intensives for Graduate Students
- Innovative Course Design Seminar
- Leveraging Learning Spaces Seminar
- Leveraging Learning Spaces Seminar
- Teaching as Research Seminar
- Transforming Your Research into Teaching (TYRIT)
- Collaborative Learning Seminar
- Evidence-Based Teaching in Science and Engineering Seminar
- Supporting Hybrid & Online Learning and Teaching
- Teaching Transformations Ivy+ Summit
- Inclusive Teaching Seminar
- Innovative Teaching Summer Institute
- CTL Teaching Development Program
- CTLgrads Journal Club
- Teachers’ Lounge
- Teaching Observations for Graduate Students
- Teaching Orientation for Graduate Students
- Workshops for Graduate Students
- Teaching Development Pathways
- Fellowships and Opportunities for Graduate Students
- Student Spotlights
- Contacts for Graduate Instructors
- Resources and Technology
- CourseWorks Support
- Instructional Technologies
- Instructional Technology Projects
- Case Consortium
- Massive Open Online Courses
- LinkedIn Learning (formerly Lynda.com)
- Mediathread
- QuizCon: Multiple Choice Quizzing for Learning
- Teaching in All Modalities
- Collaborative Learning
- First Steps for Moving a Class Online
- Five Tips for Hybrid/HyFlex Teaching with All Learners in Mind
- Tips for Recording Classes in All Learning Spaces
- Active Learning for Your Online Classroom: Five Strategies Using Zoom
- Adapting Your Face-to-Face Course to a Fully Online Course: A Guide
- Community Building in the Classroom
- Creating Assignments and Grading Online with Gradescope
- Designing Assignments for Learning
- Enhance your Course Discussion Boards for Learning: Three Strategies Using Ed Discussion
- Example Six-Week Immersive Course: Group Project
- From Online to Face-to-Face–Keeping What Works
- Grading at Columbia: Tips and Strategies using CourseWorks (Canvas) and Gradescope
- Graduate Student TAs: Adapting Your Teaching
- Hybrid/HyFlex Teaching & Learning
- Inclusive Teaching and Learning Online
- Planning for Online Lab Sessions
- Reflecting On Your Experiences with Remote Teaching: Making Meaning of Pandemic Teaching
- Seven Strategies for Success in Six-Week Immersive Courses
- Supporting Learning When Students Can’t Make It To Class
- Teaching in Flexible Learning Spaces
- Tips for Teaching in a Masked Environment
- Transition to In-Person Teaching
- Working with TAs Online
- Get Help
- Teaching with Zoom
- Teaching with Panopto
- Teaching with CourseWorks
- Asynchronous Learning Across Time Zones
- Virtual Office Hours
- Video Production Best Practices
- Wikispaces
- Teaching with Do-It-Yourself Video
- Resources and Guides
- Case Method Teaching and Learning
- Classroom Assessment Techniques (CATs): Low-Stakes Strategies to Assess Active Learning
- Designing for Inquiry-Based Learning In Undergraduate Science And Engineering Lab Courses
- Getting Started with Creative Assignments
- Getting Started with Project-Based Learning
- Incorporating Generative AI in Teaching and Learning: Faculty Examples Across Disciplines
- Leveraging Annotation Activities and Tools to Promote Collaborative Learning
- Accessibility Resource
- Anti-Racist Pedagogy in Action: First Steps
- Applying Inclusive Teaching Principles to Clinical Education
- Blended Learning
- Considerations for AI Tools in the Classroom
- Designing an Inclusive Syllabus
- Developing Poll Questions to Engage and Assess Student Thinking in Science and Engineering Courses
- Early and Mid-Semester Student Feedback
- Effective Feedback in Clinical Education
- Five Tips for Engaged Lecturing
- Four Ways to Make Your CourseWorks Site More Accessible
- Peer Review: Intentional Design for Any Course Context
- Promoting Academic Integrity
- Resources for Assessing Student Learning
- Teaching and Learning in the Age of AI: Considerations, Resources, and Opportunities
- Teaching During and After the 2020 US Elections: Resources for Faculty and Students
- Assessing Equitably with All Learners in Mind
- Contemplative Pedagogy
- Example Lesson Scenario: Biomedical Engineering
- Example Lesson Scenario: Statistics
- Feedback for Learning
- Getting Started with Active Learning
- Incorporating Rubrics Into Your Feedback and Grading Practices
- Learning Through Discussion
- Navigating Heated, Offensive, and Tense (HOT) Moments in the Classroom
- Teaching in Times of Stress and Challenge
- Teaching Large Courses Effectively and Efficiently
- Dead Ideas in Teaching and Learning
- Inclusive Teaching Guide
- FAQ for Teaching Assistants
- Metacognition
- Students as Pedagogical Partners: Undergraduate Consultants
- About
- 2020 Celebration of Teaching and Learning Symposium
- 2021 Celebration of Teaching and Learning Symposium
- 2022 Celebration of Teaching and Learning Symposium
- A Synchronous Exercise for Collective Syllabus Annotation
- Adapting the Jigsaw Method for Remote Learning in Introductory Psychology
- Clinical Interviewing in Primary Care Settings
- Flipped Classroom Redesign: N7004 Care Coordination
- Just Care in the Justice System
- Land Acknowledgment Series
- Lessons Learned from Offering Customized Faculty Development for a Community of Online Educators
- Mapping Yiddish Europe: A Locus Tempus Project
- Materiality, Embodiment, and Pedagogy Online
- Multiple Modality Laboratory Course
- Transitional Justice: Advocating for a Politico-Legal Framework in Medical Education to Advance Health Equity
- 2023 Celebration of Teaching and Learning Symposium
- Panelists | 2021 Celebration of Teaching and Learning Symposium
- Student Testimonials | 2021 Celebration of Teaching and Learning Symposium
- Voices of Hybrid and Online Teaching and Learning | 2021 Celebration of Teaching and Learning Symposium
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