Research-informed Teaching is one of four pillars of teaching quality defined by UO and includes:

  • Instruction models a process or culture of inquiry characteristic of disciplinary or professional expertise.
  • Evaluation of student performance linked to explicit goals for student learning established by faculty member, unit, and, for core education, university; these goals and criteria for meeting them are made clear to students.
  • Timely, useful feedback on activities and assignments, including indicating students' progress in course.
  • Instruction engages, challenges, and supports students.

Below, you will find our resources related to research-informed 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…

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…

Student Success Toolkit

Teaching Toolkits

Faculty efforts to promote student success can have a huge impact, not just in individual classes but across students’ experiences at UO. Faculty can promote student success through (1) deliberate course design and teaching practices and (2) by guiding students’ development of knowledge and…

Core Education Syllabus Statements

Teaching at UO

The value of core education is often not obvious to students. Faculty are critical for making the goals and value of core education transparent for students. You can help students embrace the value of exploration, intellectual growth, and practicing broadly applicable skills that underpin core…

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…

How UO Students Think About and Plan for Academic Integrity

Teaching and Learning Topics

All incoming first year and transfer students going through the IntroDUCKtion Student Orientation now complete a Canvas module called Ducks Have Academic Integrity. We asked students completing the module in fall 2021 if they would give us permission to share some of their responses to…

Instructor Reflections

Teaching at UO

The Instructor Reflection is a centrally administered survey, intended to assist faculty in documenting and archiving your ideas for continual course improvement as well as provide a mechanism to place your own voice into the Teaching Evaluation process at the course level.…

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…