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Series of videos on clickers, managing TAs, managing teaching along with responsibilities, Q&As including about online courses, diverse students, and feedback (discontent vs. systemic).

A comprehensive video covering a lecture from start to finish. When learning to teach, Patrick Winston recommends not copying good teachers, rather watch, think about and then adapt to create own teaching style. His talk about teaching involves considering the elements of a lecture and thinking through how to engage students. He presents several interesting strategies, and if you replace "overhead" with "powerpoint" all points are all still very applicable.

"Undergraduates are significantly more likely to major in a field if they have an inspiring and caring faculty member in their introduction to the field. And they are equally likely to write off a field based on a single negative experience with a professor."

The National Center for Case Study Teaching in Science (NCCSTS) has an excellent repository of cases that could be used in teaching in higher education, specific to the sciences. Use their site search to browse the case collection. Educational use is encouraged, according to fair use guidelines, as long as the author of the case is cited along with the source, National Center for Case Study Teaching in Science, University at Buffalo, State University of New York.

""Usually with an exam, feedback will come as a mark and then many students will throw the exam away," says Brett Gilley, a former Science Teaching and Learning Fellow in the Carl Weiman Science Education Initiative, and an instructor with UBC's Vantage College and the Department of Earth, Ocean and Atmospheric Sciences. "Here, we're making them review the exam while they still care about the answers to the questions.""