Skip to content

Course-Related Resources

Resources for:

Obtaining an ad hoc Teaching Assistant:

Ad Hoc Assistance is typically provided for courses that enroll 50 students or more for which a suitable assistant can be found.

  • The position pays $14 per hour up to $2500 so you and your assistant will need to plan your schedules carefully. This works out to be approximately 10-12 hours a week of assistance.
  • Students will be paid bi-weekly.

Download ad hoc TA form

Design a Syllabus

The success of a course depends on the tone set by the syllabus. Here is one example you can use to design your syllabus.

Example of syllabus

Learn through Inquiry at Clark University

Throughout their Clark experience, students learn by actively working through real problems, issues and questions, mastering modes of inquiry, and acquiring the knowledge base required to ask and to answer important questions. Each student has an opportunity to participate in a culminating discipline-based experience in the context of senior seminars, research, or other capstone experiences.

What do we mean by inquiry-guided learning?

Inquiry-guided learning refers to a variety of strategies used to enhance student learning. Lee (2004, p. 5) defines inquiry-guided learning as “students’ active, and increasingly independent, investigation of questions, problems and issues, often for which there is no single answer.” Many have viewed inquiry-guided learning as being the same as active learning, hands-on learning, or experiential learning. Inquiry-guided learning is broader in that it includes a range of learning strategies including but not limited to interactive lectures, problem-based learning, discussion based seminars, and independent study. A central feature of inquiry-guided learning is the idea that over time students will master modes of general questioning and inquiry that are more characteristic of the disciplines that they are studying.

At Clark University, focus on inquiry emphasizes the importance of helping students identify, analyze, and evaluate arguments so that they can ultimately be best prepared to ask meaningful questions and find exciting solutions. A second important goal is to ensure that students have the communicative skills to convey their questions and ideas to others in both oral and written form. A further hallmark of the way inquiry-guided learning is approached at Clark is the emphasis on a developmental model which encourages students to take on increasing responsibility for their own education over time.

Lending Library

CETL has many teaching resources in the form of books, reprints, and videos. If you would like to browse our collection in person, or have other questions, please email us to set up an appointment. Our category headings and some titles are listed below. For the full library listing, click here. The spreadsheet is sortable by tag, title or author.

Here are just some of the books available in the CETL Library:

“First in the Family: advice about college from first-generation students”. Kathleen Cushman, 2006
“The Chilly Classroom Climate: a guide to improve the education of women”. Bernice Resnick Sandler, Lisa A. Silverberg, Roberta M. Hall, 1996

“College: the undergraduate experience in America”. Ernest L. Boyer, 1987
“Common Reading Programs: going beyond the book”. Jodi Levine Laufgraben, 2006

“Escape From the Ivory Tower: a guide to making your science matter”. Nancy Baron, 2010

“Communication Skills for Department Chairs”. Mary Lou Higgerson, 1996

“How to Mentor Undergraduate Researchers”. Carolyn Ash Merkel, Shenda M. Baker, 2002

“The Academic Job Search Handbook”. Mary Morris Heiberger, Julia Miller Vick, 2001


“Active Learning”. Beverly J. Cameron, 1999
“Developing and Using Tests Effectively: a guide for faculty”. Lucy Jacobs Cheser, Clinton I. Chase, 1992

“What Matters in College?: four critical years revisited”. Alexander W. Astin, 1993

“Teaching as a Subversive Activity”. Neil Postman, Charles Weingartner, 1969

“The Learning Revolution: the challenge of information technology in the academy”. Diana G. Oblinger, Sean C. Rush, 1997

Contact Information

Center for Excellence in Teaching & Learning

  • Jonas Clark, 316
    950 Main Street
    Worcester, MA 01610
Contact Us
  • Laurie Ross
    Associate Dean and Director of the Center for Excellence in Teaching and Learning
    Professor of Community Development and Planning
  • LRoss[at]clarku[dot]edu
  • 1-508-793-7642