Resources

At Mercer, support is available for all faculty. The Center for Teaching and Learning offers support for all full and part-time Mercer faculty in teaching methods, course design, assessment, class management, and individual consultations. The resources below represent a growing list of internal resources designed to support you while teaching at Mercer.

Syllabus Design Tips

Each Mercer college and school has internal syllabus guidelines to be followed when developing a course syllabus. The handout linked below describes ways to work within a syllabus template format to personalize your syllabus and make it warm and welcoming to your students. The handout also contains a link to a Dropbox folder with additional resources on syllabus design.

New Ways to Think About Syllabus Design Handout (pdf)

Personalizing Your Class: Ways to Engage Students

Research has shown that classes which involve more personalized engagement from the instructor and between the instructor and students produce greater student achievement. The handout linked below provides extensive research-based guidelines for personalizing your class. The handout also contains a link to a Dropbox folder with additional resources on syllabus design.

Personalizing Your Class Handout (pdf)

Maximizing Your First Day of Class

Using the first day of class well can set the tone for a successful semester. Sometimes known as the day the instructor hands out the syllabus, the first day can become a catalyst for getting to know your students and immediately involving them in active learning. The handout linked below contains 10 tips for maximizing your first day of class, along with a link to a Dropbox folder with more resources and tips for starting your semester well.

Maximizing the First Day of Class (pdf)

Teaching Large Classes

A large class can be a challenge. From getting to know your students to dealing with grading and assessment, large classes demand time and energy. The handout linked below is a compilation of many resources and focuses on common constraints, pre-instructional activities, personalizing a large class, teaching strategies and instructional preparation, and assessment strategies. This document is 67 pages in length.

Teaching Large Classes Effectively: Becoming a Crowd-Pleaser

Flipping Your Class

Flipping a class is a current trend in secondary and higher education. You flip a class when you invert the delivery of content to allow students to read, view, or engage with your content material before the scheduled class time, and then use the in-class time to actively work with students on assignments, problems, case studies, or other activities. In most cases, this means shifting a traditional lecture to a pre-recorded video or some other format and asking students to absorb the content before coming to class.The terminology and concept of flipping a class originated with Aaron Sams and Jonathan Bergmann at a high school in Woodland Park, Colorado. In this 2-minute YouTube video below, Aaron Sams describes how he flips his class.

Flipping Your Class (2 minute video)

Flipping a Class (PDF) -- a summary from the Mercer Center for Teaching and Learning