IDS Resources
IDS offers a variety of resources that include the IDS Learning Library, the Instructional Development Newsletter, and online links to websites, bibliographies, and articles on teaching and learning.
IDS Teaching and Learning Library
The IDS Library offers a wide variety of resources (books, journals, films) on a multitude of teaching and learning topics, faculty survival in the academy, internationalizing- interculturalizing the curriculum, and on-line teaching. You are welcome to browse the library, seek out resources on a particular topic or get help from us in identifying the resources that be most useful to you.
The Instructional Development Newsletter
IDS newsletters contain articles written information on such topics as course and student assessment, classroom climate, the first day of class, testing tips, classroom assessment techniques, classroom technology, grading, and a host of pragmatic teaching strategies. (Sample newsletters from the past can be provided upon request.)
In addition to IDS and faculty-produced articles, the newsletter features reports on campus teaching and learning enterprises such as UMD's popular Tech Camps, accounts from faculty and students who worked together on UROP (Undergraduate Research Opportunities Program) projects, news about bringing graduate teaching assistants up to speed in the classroom, information on weighing the worth of information from the Web, and reviews of fresh additions to the IDS Library.
UMD faculty are encouraged and invited to contribute articles to The Instructional Development Newsletter. Contact the editor, LeAne Rutherford if you wish to participate in this publication.
Articles from Recent Newsletters
Introducing UMD's Knowledge Management Center: What started five years ago as a gleam in Paul Treuer's eye, was formalized in a proposal two years ago, and fall 2005 saw the opening of the UMD Knowledge Management Center in 42 Solon Campus Center. The KMC's mission, according to its flyer, is to "offer assistance [in] using technologies designed for personal and professional record management." In addition, it is available as a wonderful space for technology assisted presentations and trainings.
Teaching with Diversity in Mind: As a person who has spent the last twenty years studying and teaching intercultural and diversity communication, I have learned a reasonable amount about articulating the breadth and depth of "difference" as it occurs and is "played out" in my classroom, yet I was blindsided by how the basic need to expand the experience of my own family had escaped me. It was a stunning reminder that one of the perks that those of us with white privilege enjoy is the freedom to disengage the process when we are too busy, too tired, or too overwhelmed. This can lead to blind spots for even the most well-meaning of us. Most importantly, it jolted me into reevaluating my experience of, and teaching about, cultural difference.....
Wikis or Blogs, Blogs And Wikis? Because wikis and blogs are newcomers to the educational technology scene, deciding when and how to use them best can be puzzling for faculty. Although versions of wikis and blogs vary, each has a unique personality and strengths that make them useful tools for accomplishing specific educational objectives. This article offers information that can be used to answer the question: Should I use a wiki or blog or a blog and a wiki? ....
The Way We Were, the Way They Are: Looking at Millenials: Can you imagine a scene played out as follows? Terry, a student in your 1xxx level course, shows up for class -well, most of the time, and proceeds to fall asleep - most of the time. For some reason, this student is only doing "C" work. Terry has never been to see you outside of class. One day you return to an urgent voice mail message from Terry's mother. She cannot understand why Terry is not being more successful in your class and would like you to return her long distance message as soon as possible.....
Putting a Face on Online: Connecting without a Classroom: What’s your biggest concern about teaching when the students aren’t physically in the same room or the same “time zone” as you are? As more classes are conducted online, the potential for anonymity increases. I fear the loss of social connection with them. I mourn the potential loss of motivation that connection and presence give me and my students. I have always used a kind of personableness to energize the classroom. Without that ace up my pedagogical sleeve, I feel handicapped. I lament the loss of eye contact; of visual cues of smiling, clowning, pouting, gesturing; the opportunities to pick up on an idea and run with it; and, in some narcissistic way, the chance to be on stage some of the time....
What’s Happening in Civic Engagement? Making a Difference, That’s What! Civic engagement offers students relevant and valuable exposure to, knowledge about, and experience in their community. Their assignments move them outside the classroom and into Duluth’s schools and community organizations where they build relationships with people and learn to make connections while simultaneously receiving college credit. This preparation for life outside and after college, is recognized by many faculty members as key to a successful educational experience for students.....
Internationalizing On-Campus Courses: Constructivist psychologist George Kelly (1963) observed that, “Experience does not constitute being in the vicinity of events as they occur, but in how one construes those events.” By making a distinction between experience and perception, Kelly’s statement draws attention to the heart of what it means to internationalize on-campus courses/curriculum (IOCC). It explains why internationalizing is not merely the addition of a unit on international perspectives or adding a new book introducing intercultural material or case studies, because students will construe or make sense of those materials through their own cultural lenses....
Challenging Questions for Millennials in the College Classroom: Why Read? Why Attend College? In recent years, I have been amazed at the extent to which many college students do not do all of the assigned reading in their classes (sometimes not even purchasing the books for their courses). I wanted to arrive at ways of encouraging students to do the required reading in a way that is both supportive and positive, rather than relying upon fear tactics. First, I needed to understand the students’ perspective and to learn what obstacles or disincentives might be involved in their choice of whether or not to complete assigned reading in their courses.
Websites, Books, and Resources on Teaching and Learning by Category
On-line Teaching and Learning Journals
Especially for ITAs and International Faculty
Teaching Your First Classes: A variety of resources for "starting out on the right foot"
Encouraging Attendence: Students who attend classes and tutorials regularly perform better than students who do not....