Research-Informed

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:

Search

Search by keywords in the title or summary.

Remote Active Learning and Scheduling Live Class Time

Teaching and Learning Topics

Active learning is about structuring courses to get all students to do the hard work of learning. Designing structured opportunities for all students to recall, reflect, synthesize ideas, ask questions, or self-assess their learning can improve student learning. While these strategies are…

Recent UO Survey on Academic Obstacles for Remote Learning

Teaching at UO

In June 2020, the University of Oregon administered a SERU Survey focusing on the impact of COVID-19 on the student experience. Of surveyed undergraduates, we received 3,859 responses (22.8%). The survey highlights the differential impact of COVID-19 on students’…

Learning Objectives and Backward Design

Teaching at UO

The gold standard for course design is to begin the process by articulating goals for student learning (learning objectives) and then align the activities, tone, and assignments of the class with them. Educational developers call this process of articulation and alignment “backward design” (Wiggins…

Subscribe to Research-Informed