Professional Development Modules

A free service for teachers of all subjects, from high school through university levels, provided by the Texas Higher Education Coordinating Board and developed by institutions across Texas

The Texas Higher Education Coordinating Board has supported the creation of six online professional development modules for educators across Texas that are now available 24/7 for full-time and adjunct faculty members to use on demand. These modules consist of instruction examples, teaching tips, recommended reading, current pedagogical scholarship, active learning teaching strategies, and classroom activities and are designed to improve higher education instruction particularly for new faculty and/or faculty teaching introductory level courses. Use of these professional development modules is free of charge via this website, and you are welcome to link to them on your own pages. For downloading to host on your own server, please contact Allen Michie.

Critical Thinking
(First-Time Users) (Returning Users)
Students in all classes at all levels can benefit from improved critical thinking. Teachers prepared with tested pedagogical techniques based upon the latest research will be able to help students learn how to think critically, identify skills and problem areas, transfer skills across contexts, and reflect upon their thinking habits. This set of modules was created by The University of Texas at Austin.

Foreign Language Teaching Methods
(First-Time Users) (Returning Users)
Foreign Language Teaching Methods focus on 12 different aspects of language teaching, each taught by a different expert instructor. The site contains video footage from an actual methods course held in Spring 2009 at The University of Texas at Austin. This flexible resource is designed to be used by foreign language teachers including English Speakers of Other Languages (ESOL) as a component of a classroom methods course, a stand-alone course for independent learners, or as a means of obtaining professional development credits. This set of modules was created by The University of Texas at Austin.

Reading Comprehension
(First-Time Users) (Returning Users)
Students often need guidance to improve their reading comprehension, but many teachers have not had specific training in how to help students become more effective readers. These modules provide insights into reading difficulties and effective strategies to improve reading comprehension skills in college courses across the disciplines. This set of modules was created by The University of Texas at El Paso.

Online Teaching
(First-Time Users) (Returning Users)
This set of modules will assist in preparing faculty to teach online and hybrid/blended courses. They include information on key issues in online education such as accessibility, creating an inviting online classroom, facilitating participation in an online environment, and various legal issues that pertain to online and hybrid education. This set of modules was created by Lone Star College.

Making Decisions with Data
(First-Time Users) (Returning Users)
The modules provide instruction and resources on how to incorporate data-driven decision making into your daily work, whether you are a classroom teacher, administrator, or hold multiple roles. This method of using data to drive decision making has already led to major pedagogical innovations, such as Peer Instruction, developed by Dr. Eric Mazur of Harvard University. Each module is designed to achieve specific objectives and is presented in a sequential progression of knowledge and skills; however, you can review the modules in the order that best meets your needs.

Understanding Data Analysis
(First-Time Users) (Returning Users)
These modules were designed to introduce data to new and beginner data consumers. This site provides information on how data can be useful to educators, on basic data terminology, where to find data that might inform your work, and how to present data as a graphic. These modules are sequential and are based on previous sections; however, each model is self-contained and can be reviewed independently from the others.