Teaching Resources

Educators are acting fast to consider the implications of ChatGPT and several other generative artificial intelligence (AI) tools. The following recommendations represent the CEP’s and IMATS' initial and ongoing research into generative artificial intelligence and its implications in the higher education classroom, with recommendations for classroom activities, assignment design, and academic honesty and ethical considerations regarding the potential risks of this technology.

Centering/Burdening is a student-produced resource that critically examines the ways racism shapes higher education, recommends anti-racist practices that instructors can adopt, and invites community dialogue about what anti-oppressive teaching and learning can look like.  

This resource presents a snapshot of an ongoing project that is dedicated to exploring techniques for facilitating complex classroom dialogues. Both this snapshot and the larger project it is connected to are intended to be dynamic resources that the CEP will expand and revise as it learns about and experiments with different facilitation tools and processes.

This guide addresses gender inclusivity at Barnard, particularly in classroom settings. While many faculty and staff may identify as transgender, nonbinary, gender nonconforming, and/or gender questioning, our guide is specifically focused on supporting students who fall within any or multiple of these categories. Using gender-neutral language and respecting people’s pronouns goes a long way in making students feel a sense of belonging and allowing them to feel present in their learning experiences.

Graduate teaching assistants and undergraduate course assistants are entrusted by the College and their departments to fulfill the responsibilities of an important and multifaceted role. Recognizing the complexity and significance of their position, we offer the suggestions, checklist, and resources below as an opening to thinking about how professors, undergraduate course assistants, graduate teaching assistants, and their students can work together in ways that are mutually beneficial, creative, dynamic, and both intellectually and personally enriching.

This resource provides faculty who are interested in beginning to use community agreements with guidance about how to develop them. It also concludes by reflecting on how community agreements can be used to repair relationships rather than police dissent in the classroom. While this resource focuses on classrooms and different class formats, its recommendations can easily be adapted to many kinds of collaborations and projects that involve other faculty, students, and staff. 

As Barnard begins the transition from remote to in-person teaching and learning this upcoming fall, this resources provide guidance for instructors on what to expect this semester and offer practices to help you feel more confident and comfortable returning to the in-person classroom.

The CEP hosted a faculty conversation on alternative forms of grading. We will consider the challenges and critiques of traditional forms of grading and discuss the advantages of alternatives with Barnard faculty who have experience with these approaches, including: specifications grading (Gale Kenny, Religion), labor-based grading (Penelope Usher, First-Year Writing), and ungrading (María Rivera Maulucci). 

Active learning is a process of encounter, engagement and reflection. This guide offers an overview of active learning as well as strategies for designing and implementing active learning in the classroom for individual students, small groups, and the entire classroom.