Course Design

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• Part 5: Designing for Integrity in the AI Era

  Written by

  Monica L Mills (Rosen)

  Part 5 of the “Introduction to Effective Assessments” Playlist In the previous articles in this series, we explored the foundations of effective assessment design. We examined how assessments can empower learning, how validity, reliability, and alignment ensure that assessments measure what they claim to measure, how instructors can choose strategies suited to their teaching context,…

• Student Feedback: The 411

  Written by

  Makena Neal (she/they)

  authored by: makena neal, Brendan Guenther, and Dave Goodrich Description: Why, what, and how of gathering, analyzing, and responding to learner feedback. This resource was informed by teaching and learning colleagues at the following organizations and institutions: Stanford University, University of Washington, Duke University, Faculty Focus…  Why is effective feedback important? Gathering feedback from students…

• The Student Showcase: The benefits, varieties, and logistics of more open end-of-term student presentations

  Written by

  Ellie Louson

  Introduction Some courses end with a final project, presentation, or performance as opposed to an exam. In such courses, giving students the opportunity to present to each other or to a wider audience can be a beneficial milestone for your class community as well as improve students’ feelings of ownership for their work. This article…

• Preparing Your Teaching Philosophy Statement

  Written by

  Eva Martina Sophia Dobler

  The goal of this guide is to help educators at MSU develop a meaningful and effective teaching philosophy statement. Whether you are preparing materials for a job application, tenure review, or personal reflection, this resource offers practical advice and prompts to support your writing process. What is a Teaching Philosophy Statement? A teaching philosophy statement…

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