This manual is used in a 3.5-day workshop that was prepared for graduate students and working professionals who want to practice and perfect their group speaking skills. It was designed as supplementary curriculum for the Instructional Skills Workshop and follows the ISW model of peer performance and feedback cycles facilitated in small groups. The workshop and manual is not endorsed by the ISW Network, but it demonstrates how faculty developers can build on ISW core curriculum. In the original 3.5-day workshop, participants are required to complete three presentations with different styles and purposes.
Download English: Word | PDF (1.8MB)
Download Vietnamese: Word | PDF (1MB)
License: CC BY-SA 4.0 DEED
This manual is used in a 3.5-day workshop that was prepared for teachers who are new to online instruction and want to practice teaching via live and recorded video using outcomes-based principles. It was designed as supplementary curriculum for the Instructional Skills Workshop and follows the ISW model of peer performance and feedback cycles facilitated in small groups. The workshop and manual is not endorsed by the ISW Network, but it demonstrates how faculty developers can build on ISW core curriculum. Participants are required to create and/or deliver three live or prerecorded instructional videos that follow outcomes-based and active learning principles.
Download English: Word | PDF (2.1MB)
Download Vietnamese: Word | PDF (1.8MB)
License: CC BY-SA 4.0 DEED
This manual is used in a 3.5-day workshop that was prepared for teachers who are new to using Learning Management Systems and want to practice designing an effective course website using outcomes-based principles. It was designed as supplementary curriculum for the Instructional Skills Workshop and follows the ISW model of peer performance and feedback cycles facilitated in small groups. The workshop and manual is not endorsed by the ISW Network, but it demonstrates how faculty developers can build on ISW core curriculum. Participants are required to create and/or deliver three live or prerecorded instructional videos that follow outcomes-based and active learning principles.
Download: Word | PDF (2.6MB)
Download Vietnamese: Word | PDF (1.5MB)
License: CC BY-SA 4.0 DEED
This manual is used in a 3.5-day workshop that was prepared for teachers who want to review various assessment strategies that follow the principles of outcomes-based and experiential learning. It was designed as supplementary curriculum for the Instructional Skills Workshop and follows the ISW model of peer performance and feedback cycles facilitated in small groups. The workshop and manual is not endorsed by the ISW Network, but it demonstrates how faculty developers can build on ISW core curriculum. Participants are required to create various assessment tools including test blueprints, rubrics, and self/peer-assessments.
Download: Word | PDF (2.1MB)
Download Vietnamese: Word | PDF (1.8MB)
License: CC BY-SA 4.0 DEED
This manual is used in a 3.5-day workshop that was prepared for teachers who want to integrate active and experiential learning in their courses by shifting activities from content transfer to learning by doing. It was designed as supplementary curriculum for the Instructional Skills Workshop and follows the ISW model of peer performance and feedback cycles facilitated in small groups. The workshop and manual is not endorsed by the ISW Network, but it demonstrates how faculty developers can build on ISW core curriculum. Participants are required to create various experiential activity plans and assessment rubrics.
Download: Word | PDF
License: CC BY-SA 4.0 DEED
This manual is used in a 10-session seminar that was prepared for engineering faculty who were tasked with redesigning a program to follow the CDIO syllabus and framework. It serves as an introductory reading so faculty better understand CDIO standards and how it might impact their courses.
Download English: Word | PDF (1.2MB)
Download Vietnamese: Word | PDF (1.4MB)
License: CC BY-SA 4.0 DEED
This is the first chapter of a forthcoming book called Deep teaching and learning in higher education: A curriculum for transformative teachers and faculty developers. It introduces the book by examining how today’s colleges and universities can shift their paradigms and cultures to more effectively provide learners with the higher-order skills required to solve the 21st century’s increasingly challenging problems. By creating school cultures that value and strive for deep learning based on learning-centered and experiential instruction, teachers are better able to help their students achieve an understanding of complex disciplinary knowledge, improved mastery of skills required for 21st century work and life, and dispositions towards growth and learning that ensure they continue to self-actualize throughout their lives after graduation.
English Download: PDF (1.7MB)
Example Citation (APA):
Marchand, A. 2023. Deep teaching and learning in higher education: A curriculum for transformative teachers and faculty developers. DeepTeaching.cc. http://deepteaching.cc/publications
This is the second chapter of a forthcoming book called Deep teaching and learning in higher education: A curriculum for transformative teachers and faculty developers. When effectively planned and implemented, educational development centers play catalytic roles in helping schools develop institutional cultures that prioritize deep learning. The programs these centers offer—from training events, consultations and classroom observations to mentoring, learning communities and just-in-time resources—help instructors and staff collaboratively share best practices, try out new strategies for their instructional problems, and reflect on their professional growth and competencies over time. To further explore how colleges and universities can nurture deeper teaching and learning, this chapter reviews the roles these centers can play in helping schools foster such continuous improvement and praxis, including the programs these centers commonly offer and the steps that are required to effectively establish new centers.
English Download: PDF (2.2MB)
Example Citation (APA):
See above
This is the third chapter of a forthcoming book called Deep teaching and learning in higher education: A curriculum for transformative teachers and faculty developers. The previous chapter reviewed how colleges and universities can develop educational development centers to help deepen teaching and learning through ongoing praxis and continuous improvement. While there are many types of programs and services that these centers typically offer, designing and delivering training events is a very common strategy for meeting the professional development needs of instructors and staff. To further explore how colleges and universities can promote deep learning, this chapter introduces common concepts, models and methods that educational developers use when designing effective, outcomes-based training programs.
English Download: PDF (1.9MB)
Example Citation (APA):
See above
This book focuses on advancing active and blended learning in Vietnam and was translated into Vietnamese by staff at Thu Dau Mot University. Chapters by other authors were removed from the book, but the copyright on the included chapters is held by the author so they are freely shared to reproduce and use if you are a teacher in Vietnam. The chapters cover many topics from program, course and assessment design to online instruction and multimedia production.
Vietnamese Download: PDF (35MB)
Example Citation (APA):
Marchand, A., Nguyễn, H., Lương, G., Phan, L. & Trần, M. (Eds.). 2019. Dạy và học sâu sắc theo triết lý giáo dục hòa hợp tích cực (Implementing Deep Learning with Active and Blended Instruction). Việt Nam: Vietnam National University Press.
Updated 2023
CC BY-SA 4.0 DEED
All resources by Dr. Andrew Marchand, a teacher educator and educational consultant from Canada and Vietnam. Learn about the author here. Iceberg photo by size4riggerboots.