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.

As continuation of our February post on promoting metacognition for student learning, here are two more practical strategies (i.e., Classroom Inquiry Questionnaire and Learning Audit) to consider as we start to wrap up the Winter term and prepare for the Spring classes. Brookfield (2017) suggests that the strategies also serve as ways for instructors to gather feedback from students about their classroom experiences and to encourage them to reflect on their learning. 

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.

The microaggressions and microaffirmations 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.

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 Student Wellbeing resource 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 Strategies for Teaching Multilingual Learners 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.

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.