JITT Resources

CEE’s Just-in-Time-Teaching (JITT) resources are designed to help instructors learn more about specific strategies they can immediately implement in their classrooms. These resources can also help advance, enhance, or reaffirm instructors’ awareness of considerations that are central to effective teaching, such as understanding how students’ backgrounds impact their experiences in the classroom, and recognizing and addressing the unique challenges students may face in college.  The JITT resources are pedagogically-grounded, evidence-based, and learner-centered, and they feature an array of considerations, strategies, and teaching suggestions that instructors can use to motivate students and enhance their students’ engagement with their course content. Each topical area can be read in its entirety, or separately, in sections, as needs and interests develop.

If you’re interested in digging deeper into these topics, please request a consultation.

We’re happy to hear feedback on our JITT resources. Email cee@ucdavis.edu with “JITT” in the subject line to offer comments, questions, and suggestions on new topics.

Strategies for Covering Content Series This resource is composed of three parts: PART 1 focuses on how you can use active and collaborative learning activities to more effectively cover content through lecture. PART 2 describes effective activities and other strategies for covering content outside of lecture. PART 3 discusses strategies for “flipping” your use of class time so that students are applying course concepts during class.
Designing Effective Writing Assignments Series This resource is composed of three parts: PART 1 presents some best practices for designing effective writing assignments in a variety of courses and disciplines. PART 2 discusses strategies for developing writing assignments that will align with the learning outcomes of your course. PART 3 provides some tips for avoiding grading overload when designing writing assignments.
Effective Feedback Series This resource is composed of three parts: PART 1 discusses strategies for effective feedback between instructors and students that is focused, forward-looking, and timely. PART 2 offers strategies for facilitating feedback between and among students, as well as a sample peer response activity. PART 3 offers recommendations for facilitating individual students’ self-feedback (or self-assessment).
Supporting First-Generation University Students SeriesThis resource is composed of four parts: PART 1 focuses on general strategies for supporting first-generation students’ academic success. PART 2 offers strategies and suggestions for transparent teaching. PART 3 provides strategies for encouraging academic engagement in first-generation students, while PART 4 offers suggestions for fostering social and community engagement on campus. 
Activating Your Lecture Series This resource is composed of two parts: PART 1 discusses strategies for covering content by pairing active learning activities with lecture, as well as involving TAs in this process. PART 2 provides recommendations for using technology to make your lectures more interactive.
Microaggressions and Microaffirmations Series This resource is composed of two parts: PART 1 defines microaggressions and microaffirmations. PART 2 provides strategies for recognizing and responding to microaggressions in your classroom.
Strategies for Teaching Multilingual Learners Series This resource is composed of two parts: PART 1 provides some information on the complex linguistic and cultural backgrounds of multilingual learners, and discusses the challenges they face in the classroom. PART 2 discusses strategies for how instructors can help promote the success of multilingual learners.
Addressing Plagiarism Series This resource is composed of three parts: PART 1 presents definitions of plagiarism and reasons why students may plagiarize. PART 2 outlines a few specific teaching strategies for addressing plagiarism with your students and helping them learn to use sources ethically. PART 3 provides some tips for designing writing assignments that discourage opportunities for plagiarism altogether.
Facilitating Laboratory Activities Series This resource is composed of three parts: PART 1 offers a number of specific strategies and suggestions for effectively planning and facilitating a laboratory section. PART 2 provides suggestions on how to support your graduate teaching assistants in lab settings. PART 3 offers suggestions on how to implement inquiry-based projects in your own laboratory sections.
Strategies for Teaching International Students SeriesThis resource is composed of three parts: PART 1 outlines teaching strategies related to the common communicative, linguistic, and academic challenges international students face. PART 2 discusses teaching strategies related to the common challenges international students face in adjusting to their new social and cultural environment. PART 3 offers suggestions for supporting international students in the classroom.
Supporting Transfer Students SeriesThis series is composed of four parts: PART 1 addresses the common characteristics of transfer students and the unique challenges they may face when transferring to four-year universities. PART 2 discusses strategies for supporting transfer students’ social engagement in your classroom and around campus. PART 3 presents strategies for encouraging academic engagement, while PART 4 discusses additional ways instructors can support transfer students.
Encouraging Student Motivation Series This resource is composed of three parts: PART 1 defines two types of motivation, and discusses the ties between motivation and relevancy, as well as how to demonstrate your own enthusiasm for the content of your course. PART 2 discusses specific teaching strategies for encouraging students to complete reading assignments and attend class. PART 3 provides recommendations for communicating your expectations and providing feedback to help motivate better performance.
Charged Discussions as Learning Opportunities Series This resource is composed of three parts: PART 1 focuses on establishing an inclusive and supportive learning environment. PART 2 discusses planning and facilitating charged conversations. PART 3 discusses responding when charged topics come up unexpectedly.
Active Learning ClassroomsThis series is composed of two parts: PART 1 defines active learning classrooms and addresses common questions and concerns that instructors have about teaching in these spaces. PART 2 gives specific suggestions for teaching in active learning classrooms, and provides some strategies for leading equitable discussions. 
Test QuestionsThis series is composed of three parts: PART 1 provides general best practices for designing exams and integrating them into your curriculum. PART 2 gives more specific suggestions and strategies for designing selected response exam questions (i.e., multiple choice items, etc.). PART 3 covers designing constructed response exam questions (i.e., short answer or essay questions).
Campus Resources Guide This resource provides a non-exhaustive guide to UC Davis campus resources designed to help support you and your students.