Online Resources

Inclusive and Equitable Teaching

• Inclusive and Equitable Teaching – Tufts faculty will find a curated collection of articles to guide you in creating an inclusive, learner-centered student experience. 

The Teaching@Tufts website 

• Faculty Blog – advice from peer faculty at Tufts, and teaching & learning specialists on a variety of timely topics
• Course Design – in-depth information to get you started designing and evaluating your course
• Teaching – a multitude of resources to support your instructional methods and learning activities for your students
• Assessment – support for you to generate effective assessments which enhance student learning
• Evaluation – strategies to improve your course design and collect evidence for career advancement
• New Faculty – key resources and guides for new faculty at Tufts, introducing you to people, practices, and places

CELT Course Design Tutorial 

• An asynchronous, Canvas-based experience that guides you through the process of designing a new course or revising an existing course with a lens of inclusive, learner-centered teaching.

National Center for Faculty Development and Diversity (NCFDD)  

• Tufts is a member of this national organization that supports faculty through mentoring, writing support, webinars and more! 

Mental Health Resources

Supporting student mental health is of increasing importance in the college classroom, particularly in the midst of the challenges and trauma that have arisen in recent months. It’s important to understand your role as an instructor when it comes to student mental health.

• “Psychological First Aid: Resources for Faculty in Higher Education” explains how to be supportive while maintaining appropriate boundaries
• Kognito is an online educational program that incorporates realistic simulations to help instructors build knowledge and skills around mental health – We have this for one more year I believe
• Tufts Counseling and Mental Health’s “Concerned About a Student?” page provides guidelines for noticing and responding to signs of distress in students