Teaching Resources
Glossary of Teaching/Learning Terms
Glossary of terms compiled during the 2023-2034 Newish Faculty sessions. The terms are categorized by topic, including Active Learning, Peer Evaluations, Formative and Summative Assessment, and Midcourse feedback. Feel free to suggest others that should be added. This will be updated periodically.
Send questions/updates to otl@sju.edu
Consolidated Syllabus Statements
This document captures a set of essential information for students in the form of syllabus statements. These statements may be included in the traditional syllabus or within the course Canvas site. Some of these statements may be more appropriate for certain modalities than others and will be identified as such.
Statements Include:
- Classroom Protocols/Safety Policies
- Students with Disabilities
- Class Recordings
- Bias, Discrimination, Harassment & Misconduct
- Academic Honesty
- Inclusive Excellence
- Office of Learning Resources
- Writing Center
- Health and Wellness
- Technology Requirements and Skills
- Attendance
- Food and Basic Needs
Inclusive Learning
Saint Joseph's offers a number of diversity, equity and inclusion resources for faculty and staff, including training and research opportunities. For students and faculty of the LGBTQIA+ community, there are trainings, groups and workshops to support the education, discussion and awareness of sexual orientations. DEI training ensures the equity and fairness during the job search with research on such topics by Saint Joseph's faculty. Resources, programs and activities are available on campus to ensure the inclusivity of individuals of all abilities. Lastly, Saint Joseph's supports students, staff and faculty of all faiths and religions.
Interdisciplinary and Collaborative Student Learning
This document includes a list of resources culled by the 2022-2023 Interdisciplinary Faculty and Staff Learning Community (FSLC) for Saint Joseph's administrators, faculty, and student-facing staff who are interested in learning more about interdisciplinary and interprofessional approaches to collaborative student learning.
Drexel Library Teaching and Learning Resource Guide
This extensive guide developed by the Drexel Library Staff contains books and other resources for faculty of SJU to use at every stage of the teaching process. It contains useful information for both new and experienced teachers.
Applied AI in Instruction
If AI use is permitted in your classroom, you want to guide your students on how to acknowledge their broad use of AI when you go over the classroom AI policy. A good resource to use is Acknowledging the use of AI using 3 sentences. If you are permitting students to cite AI generated content in your class, when you go over the classroom AI policy, you want to refer them to the Saint Joseph’s University Library Research Guide on Citing Sources so that they know how to cite appropriate using the specific style (e.g., APA, MLA, Chicago) of preference. If you are permitting students to use AI in your classroom, you want to go over how they can take accountability for AI generated content by critically evaluating the output for inconsistencies, lack of evidence, contradictions, biases, and hallucinations. They can do so by verifying and cross-referencing AI-generated content with credible sources.
Creating Your AI Approach
Beginning in Spring 2025, individual faculty are expected to include a syllabus statement on AI for each of their courses. However, faculty should feel the freedom to use discretion regarding the use of AI by students in their courses. This freedom requires a bit more effort to wrangle with the current questions. While AI offers us the opportunity to (re)consider our learning goals for our students, we must ask: Do they match the current climate of assistive technology? What higher order skills must our students have? And what lower order skills might be better outsourced? How can we teach them to know the difference? Whatever you as a faculty member decide for your course, clarity is key.