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Though this piece uses the example of moving away from traditional lecture to learner-centered approaches, the behavioral change model is applicable to faculty development across all modalities.

OSU Computer Helpdesk OSU technical assistance by online form, email, and/or phone. Student Conduct OSU Student Conduct Regulations. Disabilities Services OSU Services for Students with Disabilities. Avoiding Academic Dishonesty Strategies can help students avoid academic dishonesty.

This site gives examples for each of the "Seven Principles for Good Practice in Undergraduate Education" from Chickering and Gamson (1987) and also references Chickering and Ehrmann's (1996) "Implementing the Seven Principles: Technology as Lever."

Excellent instructors' toolkits to apply six evidence-based learning strategies: retrieval practice, spaced practice, elaboration, interleaving, metacognition and growth mindset.

"Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination." Q: What are ways to successfully apply this strategy in online courses?

An oldie but a goodie -- a WCET paper on designing courses and policies to promote academic integrity

Excerpt: "Effective online STEM courses integrated active learning activities, interactive engagement strategies, and robust assessments. In particular, assessment design significantly impacted students' self-perceived learning and learning satisfaction for students of all populations. . . . Online STEM instructors are strongly encouraged to utilize the Universal Design for Learning principles."

"When using Bloom's Digital Taxonomy (a revised take on Bloom's devised by educator Andrew Churches), it helps to have a list of verbs to know what actions define each stage of the taxonomy. This is useful for lesson planning, rubric making, and any other teacher-oriented task requiring planning and assessment strategies." [Karen, thanks for passing this along!]

Excerpt: "faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning."

Active learning strategies for synchronously teaching students in the classroom and students participating remotely via videoconferencing.