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Resources to Enhance Teaching
Broad Resource Collections
  • CTLA Faculty Professional Development Book Collection - an online list of books in the collection at IU Kokomo Library
    • These Teaching Resources from Bloomsburg University gives you explanations of practices and links to ideas for using them or articles about them. Practices include Active Learning, Backward Design, Classroom Civility and Management, Copyright, Flipped Classroom, Grading, Plagiarism, Rubrics, and Writing Test Questions, and many more.
  • Faculty Development Associates - online resources for faculty
    • This site's gems are the extensive list of Online Resource links for information about over a hundred relevant teaching and learning topics. You can also check their Tip of the Week. Online Resources include such topics as:

writing learning objectives

syllabus development

test construction

civility in class

search engines

active learning

blended learning

learning styles

plagiarism detection

PowerPoint usage

team-based learning

critical thinking

student portfolios

learning communities

discussion facilitation

FACET - Indiana University's Faculty Colloquium on Excellence in Teaching's Web site lists FACET events, activities, publications, and resources for excellence in teaching.


We use the Turning Technology Clickers on the Kokomo Campus

Online Technical Support - Technical support hours for eInstruction and a link to a live chat room to ask questions.
User Guides for PC users.
Case Studies about Turning Technology

User Guides for Mac users.

Articles on use of Clickers in Education

Using CPS in Masterworks of British Literature - Dr Elizabeth Cullingford ... "The questions she asks the class using CPS, which initially tested only knowledge of the material, have evolved to address comprehension, application, analysis, synthesis, and evaluation."

Using Interactive Technology in a Short Jave Course - R E Lopez-Herrojon & Morrie Schulman - Paper on experiences using CPS in a Java Programming Course. Including challenges faced and lessons learned.

Waking the Dead: Using Interactive Technology to Engage Passive Listeners in the Classroom – R W Guthrie and A Carlin -"Research ...[on] student perceptions about the value that Audience Response Systems add to the classroom."

To Click Or Not To Click: That's the Question
– Johnny El-Rady - " I believe that the advantages of using electronic classroom voting systems far outweigh the disadvantages. For teachers, the technology provides a very fast way to take attendance and an efficient way to learn about course content and style. More importantly, classroom voting systems provide a real-time assessment of material that students are failing to grasp, thereby allowing teachers to concentrate on these "problem areas."
Copyright Resources and Fair Use of Materials for Teaching
IU Kokomo's Library Guide for Copyright Resources and Fair Use
Course Design Resources
  • Initial Questions to Ask as Course Design or Redesign Begins
    • You can start with two questions. Ask what your purpose for the course is and what your students' capacities, expectations, and needs are. At this web site, the Bok Center for Teaching and Learning at Harvard follows these primary questions with related questions that help instructors define their course, identify what is most important, show progression during the course, consider teaching methods, select ways to evaluate and deliver feedback, and communicate the course plan to students. You can use these questions to make decisions about your course that can guide your course design process and syllabus construction.
  • Designing Better Learning Experiences
    • Course design guidance to lead to better learning experiences and greater student engagement can be found at this site. Find design tips and forms, examples of course designs, join the course design listserv, and download a self-directed course design guide to lead you through course design for significant learning.
Creating Tests
Effective Teaching Practices

Seven Principles for Good Practice in Undergraduate Education

Good practice in undergraduate education

  • encourages student-faculty contact
  • encourages cooperation among students
  • encourages active learning
  • gives prompt feedback
  • emphasizes time on task
  • communicates high expectations
  • respects diverse talents and ways of learning


  • Chickering, A.W. & Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin39 (7), 3 - 7.

Twelve Attributes of Quality in Undergraduate Education

The organizational culture must have

  • high expectations
  • respect for diverse talents and learning styles
  • an emphasis on the early years of study

A quality curriculum requires

  • coherence in learning
  • synthesis of experiences
  • ongoing practice of learned skills
  • integration of education and experience

Quality instruction incorporates

  • active learning
  • assessment and prompt feedback
  • collaboration
  • adequate time on task
  • out-of-class contact with faculty


  • Ewell, P. & Jones, D. (1996). Indicators of Good Practice in Undergraduate Education: A Handbook for Development and Implementation. Boulder, CO: National Center for Higher Education Management Systems.
IU Career Edge

Learn how IU educators and staff can embed career planning within courses, advising programs, and one on one interactions with students.  Visit for more information.  To preview Edge modules for Canvas, visit Edge Implementation Guide]

IU eTexts

IU eTexts are more than digital copies of traditional textbooks. They are tools that help reduce the cost of education, while enhancing student learning both in and outside the classroom.

Keep Teaching Guide
The UITS KeepTeaching Guide offers step-by-step information about keeping a class running during unforeseen circumstances, along with general principles for online teaching and strategies for meeting teaching goals.
Learning in Groups
  • Team-Based Learning (TBL)
    • This site distinguishes team-based learning from learning in groups. The single biggest problem with team-based learning is using ineffective assignments for teams. Check here to see videos that explain TBL, the difference between teams and groups, a description of the TBL process for this teaching strategy, and guidance for creating and evaluating student team-based assignments. The Team-Based Learning Collaborative offers an annual TBL Conference. You can sign up for the TBL Listserv to pose questions and learn about good practices.
    • IU Kokomo's Center for Teaching, Learning, and Assessment facilitates a once-a-semester meeting of the Team-Based Learning Special Interest Group for faculty who use TBL and faculty interested in finding out more about TBL.
Indiana University's Active Learning Initiative - The Mosaic Initiative supports innovative classroom design, research, and comprehensive support for all IU classrooms.  For more information, visit
Online Learning Objects/Learning Materials
  • MERLOT - Multimedia Educational Resource for Learning and Online Teaching
    • MERLOT provides links and descriptions for higher education online materials that faculty and students can use by linking to the original source. Learning objects include simulations, multimedia presentations, tutorials, quizzes, case studies, lectures/presentations and reference materials. A portion of the resources are peer-reviewed. Search by subject, topic, or type of material. Membership is free.
  • Shodor 
    • Shodor Educational Foundation works to advance math and science education by using computational science, technology, and modeling. Search here for curriculum materials that are math and science related or interdisciplinary. The Shodor project is supported in part by the National Science Foundation.
  • Connexions 
    • is a repository of open educational resources that enables content to be shared, modified, and reviewed. Content as learning objects/modules are published under a Creative Commons license so others are given some rights for use and give attribution to the creator. Look here for learning modules (small units of educational material limited to one topic.) Learning objects can be used in online courses, hybrid courses, and supplementary resources for classroom courses.
  • Prolearn 
    • "Our mission is to bring together the most important research groups in the area of professional learning and training, as well as other key organisations and industrial partners, thus bridging the currently existing gap between research and education at universities and similar organisations and training and continuous education that is provided for and within companies."

Pressbooks ( is a tool that enables faculty and students to create and publish text in multiple formats. With IU Pressbooks, you can:

  • Compose and publish eTexts for IU classes in collaboration with IU Press
  • Deliver no-cost eTexts for IU classes (also called open educational resources, or OER)
  • Build and compile collections of student reports throughout a course
  • Host student ePortfolios

Following are examples of how Pressbooks are currently used by IU faculty.

Pressbooks demo Canvas site:
  • This site includes two assignments using Pressbooks – one where individuals contribute to a book (poetry) and another where student groups contribute to a manual (K-12 teaching manual). Notes have been included for faculty wanting to set up texts in Pressbooks for these kinds of assignments and demo assignments with instructions for students
Creative Writing 2018 Poetry Project demo text:
  • This is the demo text associated with the first assignment in Canvas. It includes poetry from (fabricated) students in a course, and the entire text can be exported so students can take the class’ content with them.
K-12 Teaching Science 2018 demo text: 
  • This demo text is associated with the second assignment in Canvas and is intended to represent work created by groups of students in a course. Each of the groups contributes chapters for different K-12 grade levels for a teaching manual.
Qualtrics Survey Resources
CTLA, Academic Affairs, and University Information Technology Services (UITS) have purchased a site license for the Qualtrics Survey Tool. To access more information on Surveys and Qualtrics, visit
Resources about Learning Differences and Teaching for Diversity
  • Misunderstood Minds
    • This Web site explains about learning differences and disabilities, especially as they relate to attention, reading, writing, and mathematics. It uses examples from the PBS special of the same name produced by Kirk Documentary Group, Ltd., and WGBH Boston.
Taxonomies of Educational Objectives, Learning Skills, and Assessments

Taxonomy for Cognitive Domain for intellectual skills (Bloom's taxonomy)

Taxonomy for Affective Domain for Attitude

Taxonomy for Psychomotor Domain for physical skills

  • Psychomotor domain levels (Emporia State Universited) provides explanation of each domain level and includes action verbs that describe the domain. 

Taxonomy of Significant Learning

Teaching with Technology

We hope you find the following links useful, if you have any links you would like to share with others please contact us.

Articles and Online Journals

  • The Technology Source Archives - Published from 1997 to 2003, The Technology Source (ISSN 1532-0030) was a peer-reviewed bimonthly periodical whose purpose was to provide thoughtful, illuminating articles that would assist educators as they face the challenge of integrating information technology tools into teaching and into managing educational organizations. This Web site maintains all of the articles originally published in The Technology Source.
  • Educause Quarterly Online - Search the issue archives and resource center online." EDUCAUSE Quarterly is a practitioner's journal for college and university managers and users of information resources—information, technology, and services—published quarterly by EDUCAUSE."
  • Educause Review - EDUCAUSE Review takes a broad look at current developments and trends in information technology, what these mean for higher education, and how they may affect the college/university as a whole."

Copyright Information

Instructional Resources

IU Teaching and Learning Centers

IT Resources

IU Policies on Computer Account Usage

Third-Party Hosted Tools for Instruction

Use of Third-Party or Cloud Services in Instruction

Three kinds of risks can exist when university information is stored or transmitted using tools not contracted for or provided by Indiana University. These non-IU third-party hosted tools are sometimes called Cloud Services.

  1. Critical Information - Information classified as "critical" may not be transmitted or stored via any third-party tool without the university entering into a contract with the vendor that outlines appropriate data protection measures.
  2. FERPA - Student records protected by FERPA (Family Educational Rights and Privacy Act) may not be transmitted or stored via any third-party tool without the university entering into a contract with the vendor that outlines appropriate data protection measure.
  3. Intellectual Property - Ensure that any use and sharing on intellectual property complies with applicable law.

For recommendations on steps instructors can use to reduce risk of using these cloud services, see these sources:

Use of Social Networks, Blogs, Wikis, and Other Third-Party Hosted Tools in Instruction

Resources about Using Discussion
Last updated: 11/29/2018