CEE conducted parallel surveys of students, instructors, and TAs after the first-ever quarter of remote learning in Spring 2020. The goal was to find what practices, resources, and tools were most helpful for successful emergency remote instruction. Instructors and students agreed that engagement was the greatest challenge of remote instruction, followed by equitable assessment and stress or personal challenges.

The Supporting First-Generation University Students 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.

The Inclusive Practice Series resource comes in four parts: PART 1 provides general strategies for making your classroom more inclusive. PART 2 describes strategies for supporting women in the classroom.

his series comes in four parts: PART 1 discusses asset-based approaches to promoting students' wellbeing. PART 2 discusses supporting students experiencing food and/or housing insecurity. PART 3 provides strategies for supporting students experiencing mental and/or physical health crises, and PART 4 discusses strategies for helping students develop life-long habits for health and wellbeing.

The Campus Resources Guide provides a non-exhaustive guide to UC Davis campus resources designed to help support you and your students. (PDF)

The Active Learning Classroom resource 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.

The Charged Discussions as Learning Opportunities 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.

The Encouraging Student Motivation 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.

The Strategies for Teaching International Students resource is composed of three parts: PART 1 outlines teaching strategies related to the common communicative, linguistic, and academic challenges international students face.

The Facilitating Laboratory Activities resource is composed of three parts: PART 1 offers a number of specific strategies and suggestions for effectively planning and facilitating a laboratory section.

The Addressing Plagiarism resource is composed of three parts: PART 1 presents definitions of plagiarism and reasons why students may plagiarize.

The Effective Feedback resource is composed of three parts: PART 1 discusses strategies for effective feedback between instructors and students that is focused, forward-looking, and timely.

The Designing Effective Writing Assignments resource is composed of three parts: PART 1 presents some best practices for designing effective writing assignments in a variety of courses and disciplines.

Online courses have been described by supporters as equivalent to face-to-face courses for students who successfully complete them. Unfortunately, students generally complete online courses in reduced rates compared to face-to-face courses. To examine this phenomenon toward buttressing students’ online course persistence and success, we are examining student access, attitude, and attrition in a popular general education course. This mixed-methods study tracks student persistence, and surveys students who withdraw to understand the primary reasons for their decisions.

Because online courses increase convenience and remove pressures of transportation and scheduling, they are often touted as a means to increase equitable access to higher education. However, in recent studies, the outcomes of students enrolled in fully online courses tend to be poorer than those of their face-to-face counterparts. With this project, we seek to understand  whether online courses preferentially attract, and then disadvantage, underserved student demographics--thus functioning as an “access trap” to vulnerable student populations.