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UNH Teaching Notes

Across the UNH campus there are numerous examples of innovative teaching techniques, alternative approaches to established curricula, tried-and-true disciplinary pedagogies that might be applicable in other fields, and nationally or locally developed tools for teaching that aren't given wide enough attention to be of benefit to anyone other than those who already know about them. This page exists to help disseminate ideas about all of the above.  

None of the techniques, tools, or ideas to be found here were discovered or developed by the Center for Teaching Excellence. Our intent is to make them more widely known at UNH because any one of them could become a resource that might enhance someone's teaching and thereby improve someone's learning.  

In many ways, all teaching is, like all politics, local.   In others words, even though a teaching practice might result from research and discourse done nationally, that practice really means nothing until it is situated—and practiced—in real settings and actual classrooms. Thus, UNH Teaching Notes tries to achieve an interplay between the scholarship of teaching and learning as it takes place nationally, and the classroom practices that UNH faculty have found effective within the context of our own institution.   With this in mind, if you use one of the ideas mentioned, or have done so, please let us know how it works. We'll include your experience as part of that teaching note.

"Active Learning"
"Calibrated Peer Review"
"Creating Effective Assignments"
"Clicker Instruction Best Practices"
"Difficult Classroom Conversations"
"Encouraging Better Student Reading Practices"
"Just in Time Teaching"
"Making the Lecture Work in the Learning-Centered Class"
"Oral Communication as a Teaching Tool"
"Pedagogical Intelligence"
"Plagiarism-proof Assignments"
"Students Behaving Badly? What to Do "
"Teaching with Writing"