How can a course syllabus help students learn, facilitate the development of higher-level thinking abilities, and prepare them for continued studies in the field?

Every August, Graduate Teaching Assistants from across the University of Nebraska–Lincoln attend a day long workshop on teaching. Here are a few reasons you should consider attending this year:

Just as the first day is the most vital day, the first week is the most vital week for determining whether students will become engaged and be successful in your class.

Whether this is your first semester teaching or your tenth, you can find a variety of services and supportright here on campus to you help improve your teaching strategies and document your successes as a teacher.

Susan A. Ambrose, Michael W. Bridges,Michele DiPietro, Marsha C. Lovett, Marie K. Norman, Richard E.

Here's the best advice you’ll ever get about the first day of class: Forget about the traditional reading of the syllabus! Think of the mixed message you send with a dry syllabus review: “I want you to be active learners and critical thinkers.

With the increase in digital scholarship in your own research, it should come as no surprise that discussions about teaching and learning have become digital too.

The concept of "getting better" implies doing something different, and that the "something different" is "better" in some way.

To the current generation of undergraduate students, email seems old fashioned. Sometimes faculty can be hesitant to use email, let alone send a text message or use Facebook. So is it possible to meet in the middle?

You’ve just finished teaching a course—maybe for the first time—and you probably have a few things you’d change about the course before you teach it again. Don’t just set the syllabus aside!