The Scholarship of Teaching and Learning (SoTL) is a framework to support faculty in systematically investigating ways to improve teaching practices and students’ learning. SoTL shares findings and best practices with a broader community for review and dissemination.

Effective, robust rubrics can contribute enormously to instructional quality. Rubrics are not just scoring tools, but also provide insight into instructional quality. This QRG includes ideas for designing and implementing effective rubrics that align the assignments with the learning objectives of the course.

Posing a question is an effective active learning strategy that can be used to re-engage students during a class session. This QRG includes ideas for successful implementation of this strategy and a range of sample questions to pose, including Socratic, probing, and real-world questions.

Peer reviews are collaborative opportunities for students to work in pairs or small groups to assess the work of their peers and provide quality feedback. This QRG includes planning considerations, implementation ideas, recommendations for creating rubrics, and modality tips.

Peer-led Study Groups (PLSG) are a method of instruction in which small peer groups of students with similar ability converse and try different approaches to solve difficult course-related problems. This QRG provides guidance for the implementation of peer-led study groups into your course as well as research evidence for this teaching method.

Muddiest Points is a low-impact method for gathering informal feedback from students on their own understanding of course content, then quickly addressing any conceptual issues that are exposed. This QRG includes steps to consider for successful implementation and suggested student question prompts.

Minute Papers are a classroom assessment technique that allows instructors the opportunity to collect written student feedback about student learning. This QRG includes background information, example questions to use, and practical steps for implementation.

Metacognition is thinking about one’s thinking. Metacognitive activities can help engineering students navigate the engineering design process, identify and define problems, and evaluate the final solution. This QRG includes planning, monitoring, and assessing activities and assignment ideas to support the metacognitive process in your courses.

Mastery or Competency Learning is a technique that focuses on ensuring all students fully complete a learning objective before moving on to the next. It is best used in 1) topics that require strong foundations and build on prior content and 2) student groups with diverse academic backgrounds where some students may not have the background to begin on new learning objectives.

Jigsaw is an active learning strategy that has students work in cooperative groups to become experts on one assigned topic before teaching other classmates about their assigned topic. This QRG describes the strategy in detail and provides practical implementation and planning suggestions across class modalities.