Academic Integrity<\/a>: Ramapo’s policy and library sources. Turn-it-in<\/a> online software for originality report on students’ work [e-copy of paper required]. Refer cases to The Office of the Provost<\/a>.<\/p>\n Academic Review Council (ARC) Syllabus Guidelines<\/a><\/p>\n College-Wide Course Policies<\/a><\/p>\n AI Tools for the RCNJ Community<\/a><\/p>\n Faculty Assembly<\/a>: timely announcements and archived reports of interest to faculty<\/p>\n Faculty Handbook<\/a>: procedures for personnel decisions.<\/p>\n Center for Reading and Writing<\/a>: for students who need help with ESL,\u00a0mathematics, reading and writing.<\/p>\n Teaching, Learning and Technology Roundtable<\/a>\u00a0(TLTR): offers grants to support technology projects<\/p>\n Instructional Design Center<\/a>:\u00a0offers practical workshops for training and student assistants for individual help<\/p>\n Technology Help Desk<\/a>: for computer and related issues<\/p>\n ADA Accessibility for Course Materials<\/a><\/p>\n <\/p>\n “Teaching Writing Across the Curriculum” Canvas resource page for faculty is published!<\/span><\/a><\/p>\n All effective writing is indivisible from other essential skills: people who write well can also think logically, read critically, and communicate meaningfully in a range of contexts. This “Teaching Writing Across the Curriculum” resource page includes many brief handouts as well as links to relevant, professional storehouses; here, faculty can find support for their work as teachers of writing. Explore assignments, research, and lesson plan ideas developed by scholars in a range of fields. You’ll also find accessible resources for students in your courses to better support their development as writers:\u00a0https:\/\/ramapo.instructure.com\/enroll\/A7D3FK<\/a><\/p>\n Please find here helpful guides\/resources gathered from Faculty Professional Development Sources<\/p>\n UVA Teaching HUB: <\/a>The Teaching Hub is hosted by the Center for Teaching Excellence at UVA, and it currently features over 90 collections on a variety of topics. Each collection presents three to eight well-chosen resources on a topic, along with personal recommendations from the curator–kind of like the “staff picks” section at a really good bookstore.<\/p>\n The Teaching Professor<\/a>:\u00a0the newsletter is a forum for discussion of the best strategies supported by the latest research for effective teaching in the college classroom.\u00a0The articles are short with much practical advice.<\/p>\n Time Management for New Faculty<\/a>\u00a0(PDF) [from SIGMOD Record]<\/p>\n Quadrant “To Do” List<\/a>\u00a0(PDF) [from Stephen Covey]<\/p>\n Organizing a Writing Group<\/a>\u00a0(PDF) [from Elizabeth Rankin]<\/p>\n A Self-Directed Guide to Designing Courses for Significant Learning<\/a>: L. Dee Fink’s guide to redesigning courses<\/p>\n Professors At Play Playbook<\/a><\/p>\n The Little Book of Joy: Tiny Ways to Infuse Delight into Teaching\u00a0<\/a><\/p>\n Faculty Well-Being\/Quick Wins<\/a> by Joelle Adams<\/p>\n <\/p>\n Link to Instructional Design Center’s (IDC) Teaching with AI<\/a> Hub<\/p>\n AI Tools for RCNJ Community<\/a><\/p>\n Redesigning Pedagogy for AI-Resistance<\/a><\/p>\n Link to Harvard University’s Teach with Generative AI<\/a> Resource<\/p>\n Microsoft Word – NJ AI Task Force Report_10-31-24_LR_CC.docx<\/a><\/p>\n AI-PlayBook-PDF<\/a><\/p>\n AI Pedagogy Project<\/a> at Harvard<\/p>\n Recorded Panel on Teaching in the Age of AI<\/a> from University of Notre Dame<\/p>\n Future-proof Grading: A Guide to Ethical and Efficient AI in Education<\/strong><\/em>, provides a comprehensive look at AI-powered grading \u2013 its opportunities, challenges, and best practices for responsible implementation.<\/p>\n In this guide, you will be able to:<\/p>\n This resource is designed for educators, administrators, and decision-makers looking to navigate AI in assessment with confidence.<\/p>\n You can download the ebook for free via\u00a0this link<\/a>.<\/strong><\/p>\n Once More, With Feeling<\/a><\/i><\/p>\n A General Education<\/a><\/i><\/p>\n Beyond the Scope<\/a>\u00a0<\/i><\/p>\n Bending the Arc<\/a><\/i><\/p>\n R3<\/a><\/i><\/p>\n It Doesn’t Have to Be This Way<\/a><\/i><\/p>\n Unmaking the Grade<\/a><\/i><\/p>\n Grading for Growth<\/a><\/i><\/p>\n Annie E. Casey Foundation. (2024, January 16). What Are The Core Characteristics Of Generation Z? Retrieved from\u00a0https:\/\/www.aecf.org\/blog\/what-are-the-core-characteristics-of-generation-z<\/a><\/p>\n<\/div>\n De Witte, M. (2022, January 3). Gen Z are not \u2018coddled.\u2019 They are highly collaborative, self-reliant and pragmatic, according to new Stanford-affiliated research. Retrieved from\u00a0https:\/\/news.stanford.edu\/2022\/01\/03\/know-gen-z\/<\/a><\/p>\n<\/div>\n Create Accessible Digital Products<\/a><\/p>\n <\/p>\n Teaching Practices Inventory<\/a> [University of British Columbia; targeted to Science and Math lecture courses]<\/p>\n Election Resources:<\/strong><\/p>\n Post Election Advice for the (High School) Classroom<\/a><\/p>\n Non-partisan Voter Guides: Guides.Vote<\/a><\/p>\n University of Michigan’s Preparing to Teach During the 2024 Election<\/a><\/p>\n![\"Ramapo\"](\"\/wp-content\/themes\/rcnjrd\/images\/icons\/ramapo-arch-icom_rule.png\")
<\/div>\nGeneral\u00a0Links\u00a0and Resources<\/h3>\n
\nTeaching, Learning, Researching with Artificial Intelligence<\/h3>\n
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\nNewsletters on Teaching and Learning<\/h4>\n
\nTeaching Gen Z<\/h3>\n
\nUniversal Design for Learning Resources<\/h4>\n
\nResources for Preparing a Teaching Statement<\/h4>\n
\nClassroom Guides<\/h4>\n