Professional Teaching is one of four pillars of teaching quality defined by UO and includes:

  • readily available, coherently organized, and high quality course materials; syllabi that establish student workload, learning objectives, grading, and class policy expectations.
  • respectful and timely communication with students. Respectful teaching does not mean that the professor cannot give appropriate critical feedback.
  • students' activities in and out of class designed and organized to maximize student learning.

Below, you will find our resources related to professional teaching:


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Professional, Inclusive, Engaged, and Research Informed Teaching at UO

Teaching at UO

What is Teaching Excellence? Teaching at the University of Oregon is Professional, Inclusive, Engaged, and Research-informed. The University of Oregon is committed to exceptional teaching, discovery, and service. Achieving excellence in teaching means first defining it to reflect the…

Updates from the Office of Student Conduct and Community Standards  

Teaching and Learning Topics

UO has embarked on a multi-year to update its Student Conduct Code and process that are meant to make them more specific and timelier, support the academic mission, and better ensure consistency and fairness for students.   This page summarizes those changes, explains what they mean for…

Equity in Student Achievement: Resources & Research

Teaching and Learning Topics

This page offers definitions of equity, resources that summarize promising practices and offer necessary context for both why inequities exist and how institutions are are addressing them, and peer-reviewed research focused on specific interventions. All listed resources and research expand to…

Active Learning & Metacognition

Teaching and Learning Topics

Research indicates that students who engage actively with course content – by asking and answering questions, discussing issues and presenting ideas, applying and synthesizing their knowledge, etc. – perform better and retain their knowledge longer than those who passively listen to lectures or…

Aligned Course Design

Teaching at UO

Whether designing a new course from scratch or revising an old or inherited course, it can be challenging to ensure that the content and activities of the class actual match the stated goals and objectives. The gold standard for course design is to begin the process by articulating goals for…

Navigating Changes in Winter Teaching

Teaching at UO

The University of Oregon has updated winter 2022 instructional policies in response to COVID conditions. Instructors may move courses with 20 percent or more Covid-related student absences to synchronous online instruction for a limited period of time in consultation with their unit heads and…

Flexible, Equitable Access to Course Content During COVID

Teaching and Learning Topics

The University of Oregon’s Academic Council states that, for fall 2021, “Instructors should ensure that absent students have equitable access to course content” and “clear communication and make-up protocols in place for students to follow if students are going to be or have been absent.” What…

Bringing Remote Teaching Strategies Forward to In-Person Classes

Teaching and Learning Topics

To engage students in remote learning, many instructors adopted new strategies or innovated existing practices in creative ways.  As we transition forward to in-person classrooms again, we can bring many remote teaching strategies along with us, providing us a bevy of dynamic options for…

External Vendor Digital Tools in Teaching

Teaching at UO

To enhance teaching and learning at the University of Oregon (UO), instructors may consider using a variety of digital tools, including tools that UO has already integrated into Canvas as well as new tools that UO has not yet reviewed and integrated.   Instructors interested in utilizing…

Student Feedback

Teaching at UO

UPDATE! The end-of-term is approaching quickly and students will soon be filling out their experience surveys. These surveys offer valuable insight and will be used in your annual program assessment. We encourage you to allow class time in week 10 for students to submit their surveys…