CELT Resource Library Collection:

The CELT Resource Library Collection is available for all faculty and staff of UMass Lowell to use on loan. All of the books are on the shelves inside the Faculty Success Center (located in University Crossing (UC) 140). In addition, we teamed up with to host CELT's book collection in an online catalog that you can browse and check out books online. The collection includes books on:

  • Accreditation
  • Assessment
  • Contemplative Pedagogy
  • Education & Reform
  • Equity
  • First Generation College Students’ Success
  • Instructional Design
  • IT
  • Professional Development
  • Professional Writing
  • Student Success Strategies

To access the CELT Library, please follow the below guidelines:

  1. Create a new member profile: Register you account on Librarika
  2. Visit the CELT's Librarika Library homepage
  3. Press on “Catalog” at the top of the page to browse the collection
  4. Press on the book of interest
  5. Scroll down the page to press on “Check Out”
  6. Chose a date to return the book
  7. Pass by the physical library in the Faculty Success Center to take the book off the shelves.
  8. Return the book to the shelves by the return date.

Content Curators:

Have you seen our call for content curators? Answer that call by applying to be a content curator, and help us make this a great faculty collaboration! Our curators will build topical content as the basis for our ever-developing resources. The "Curriculum Mapping" collection is our test case and proof of concept. We hope this will be a useful and often-visited page!

  • Hello everyone! My name is Qinglong Diep. I’m an undergraduate English major at UMass Lowell doing my professional writing internship with CELT. In this collection, I’ve curated some items to provide you with a starting point using ChatGPT, an artificial intelligence driven text generator, in your classroom.
    UMass Lowell’s ChatGPT Roundtable
    On Thursday January 26, 2023, CELT hosted a roundtable with faculty on how to use ChatGPT in the classroom. The concerns that faculty raised in this roundtable were on how to use ChatGPT rather than detect it, and how to fit it into academic integrity policy. Faculty discussed concenrs and also ways to use Chat GPT proactively in the classroom such, as asking ChatGPT to generate some kind of writing and evaluating the results that ChatGPT gives to the user(s).
    Educators worry about students using artificial intelligence to cheat
    This is a short (6 minute) PBS Newshour interview with Professor Darren Hick from Furman University, who caught a student using ChatGPT to write an essay in a philosophy class. He discusses the “red flags” that tipped him off that the writing he received was not his student’s, and expresses his concerns about how students are going to use ChatGPT and how educators need to be prepared. Hick’s workaround for this tool is to rethink the assignments he gives in the classroom; he also describes a more productive use this tool in the classroom that calls on students to use what they’ve learned in class to critique the AI’s output.
    Resources suggested by UML faculty during the CELT Roundtable
    ChatGPT General FAQ (some basic info on ChatGPT)
    The Questions Concerning Technology (L.M. Sacasas’s post in The Convivial Society: Vol. 2, No. 11, June 4, 2021)
    "Cheating Lessons: Learning from Academic Dishonesty" (James Lang’s book from Harvard UP)
    "Training language models to follow instructions with human feedback" (A more technical article by the Open AI Alignment Team, distributed in the arXiv sharing platform at Cornell University)
    Recommended Reading
    Below are some articles on how to use ChatGPT productively that I have read, and that I think you might find useful.
    • This Inside Higher Ed article offers ways on how to use ChatGPT in the classroom. It also gives you tips on how to prevent students using it to cheat and relying on it too heavily: "ChatGPT and AI Text Generators: Should Academia Adapt or Resist?"
    • An opinion piece from The Chronicle of Higher Education suggests how students can engage critically with ChatGPT to create a first draft of a project: "Why I'm Not Scared of ChatGPT."
    • This article from a UPenn professor offers ways to integrate ChatGPT into the classroom to ensure students aren’t relying on it too heavily: "Five ways teachers can integrate ChatGPT into their classrooms today."
    • In a series of tweets, Andrew Piper, a professor from McGill University, explains how he is allowing students to use ChatGPT for parts of a project. It also gives you some insight on how to deal with students who appear to be using ChatGPT to do too much of their work.
    • Mark Maier, an economics professor interested in just-in-time teaching describes his “I-Search” paper assignment as a means to ensure students aren’t over-reliant on ChatGPT in an interview in The Chronicle of Higher Education's Teaching newsletter: "Rethinking Research Papers, and Other Responses to ChatGPT."
    • This Chronicle  article offers advice to faculty who themselves want to find their voice and write like a human, rather than like AI: "Don’t Write Like a Robot."
    Suggestions for Further Reading
    "Promises and Pitfalls of ChatGPT" from "Inside Higher Ed
    "ChatGPT Advice Academics Can Use Now" from Inside Higher Ed
    "AI and the Future of Undergraduate Writing" from The Chronicle of Higher Education
    "So, you want to use ChatGPT in the classroom this semester?" from Times Higher Education
    Crowdsourced Resource Collections
    How do we prevent learning loss due to AI text generators?, Google doc presenting a variety of approaches
    • UMass Lowell Syllabus Template (pdf). A sample syllabus that faculty can adapt to inform students’ first impression of what they can expect from the course and instructor. Faculty are not required to use this template. However, we hope that you find it helpful!
    • Equity-Minded Inquiry Syllabus Review (pdf). A resource on developing a syllabus that promotes equity in the classroom.
    • Student Absence Guidelines (pdf). Guidelines to help faculty answer questions on medical leaves and long absences in their classrooms!
    • Attendance: A great UML technology for helping you take attendance. It's fast and easy! 
      • Go to, log in and select your class. A big 4-digit code will display on your screen. Project this screen in class.
      • On their phones, your students go to the same URL, pick your class, and type in your code, and their attendance is recorded!
      • You can do this at the beginning of class, end of class, or randomly in the middle if you want to keep students on their toes. What's great is you get a report of who's attended but also who's registered but isn't attending. Learn more on the attendance app.
      • Report "never attended students": Log into the Academic Success Alerts Portal and report students who have never attended your class. An academic advisor will reach out to all students whom you report - checking in with them to give them support and find out what's going on. 
    • UMass Lowell Testing Centers: The Testing Centers at UMass Lowell are here to provide a space where a student can take an exam in a controlled environment. We provide exam proctoring services to ensure that students receive the testing accommodations they are entitled to, in an organized and as stress-free a fashion as possible.
    • STARS: The UMass Lowell Behavioral Intervention Team: Do you have a disruptive student at your classroom? File a STARS report and get help from UMass Lowell’s professional and dedicated team who are ready to give you a hand! 
    • Office of Disability Services: provides equal access by partnering with faculty members to remove barriers, promote diversity, implement universal design and strive for inclusion. 
    • LinkedIn Learning: Earn professional development certificates or just take courses on over 16,000 "soft-skill" topics. Some of the videos are just under 10 minutes long, while others are full courses lasting several hours. These aren't specific to higher-ed, but some of these topics may be of interest. Bonus: these resources are available to all faculty, staff and students, so you may want to integrate them into your teaching if appropriate.
      • Time management
      • Communication skills
      • Video editing
      • Decision making
      • Photoshop 
        Sign in with your UML credentials
  • Welcome Video

    This collection provides a starting point for anyone interested in Curriculum Mapping, an activity that can help faculty discuss, assess, improve, maintain, or change a program's curriculum... and other purposes as well.

    My favorite resource for curriculum mapping:
    This toolkit from the National Institute for Learning Outcomes Assessment has a simple description of the process and terrific guiding questions for discussing both curricular and co-curricular outcomes.

    This is the short version of the CELT workshop Intro to Curriculum Mapping, which focuses on why you might want to try this technique.

    For more info or to ask for help, email

    Sample Curriculum Protocol

    Use the following sample curriculum mapping protocol in conjunction with the sample curriculum map (Excel).

    For Further Reading:

  • Welcome to this curation! My name is Sohana Hasan, and I’m an undergraduate intern at CELT. As an English major in my Junior year, I’ve survived countless group projects and have come to dread them with a slow, burning passion. However, I have also had some truly transformative segues into group work—projects that left me feeling empowered and intrigued by the idea of collaboration. As professors, how can you shift your students’ perspectives from one of dread to one of excitement and communal growth? This curation explores strategies for organizing, assigning, and assessing group work in the classroom.

    Taking the “I” out of Anxiety: Assigning and Supporting Student Group Work

    A strong collaboration between students is a powerful way to create connections and further their understanding of your course’s content. However, students often dread group work, shuddering at the thought of navigating the push-and-pull of collaboration. Still, a strong, focused group with clearly-outlined goals and facilitative teachers can create a magnificent opportunity for growth and collaboration. How can you use group work to create this utopia of networking and creativity?

    • Fostering strong student collaboration is the key to success in group projects. This guide considers effective strategies for implementing group work and explores tactics for preparing, designing and introducing a group assignment into your class: Implementing Group Work in the Classroom | University of Waterloo Centre for Teaching Excellence
    • Group work is valuable, but is it important enough to justify the time commitment and organization needed to make it successful? This source considers how group work can become a rewarding venture when facilitated in a supportive, transparent way. By setting clear goals, broadening students’ potential for growth and mediating potential conflicts, you can effectively facilitate group work in your classroom: Working With Students in Groups | UC Berkeley Center for Teaching & Learning
    • How can you overcome student anxieties about group work and collaboration? This article explores strategies like effectively designing group assignments, teaching students the skill of group work itself and promoting personal responsibility. For the curious teacher, this source provides key strategies for effectively implementing group work into a course: Group Work | University of Colorado Boulder Center for Teaching & Learning
    • As a professor assigning group work, is it possible to balance your role as facilitator with the need to leave space for independent student interactions? This source from Harvard Law School explores how thoughtfully constructing groups and encouraging independent conflict mediation allows for guided, student-focused group work. This article also explores six fundamentals for facilitating transformative group work: Keys to Facilitating Successful Student Group Work from the Harvard Case Studies Blog
    • The idea of collaboration can leave some students unmotivated, but establishing group norms and facilitating student’s weekly check-ins can encourage autonomy. This resource provides strategies for balancing personal autonomy with peer collaboration. While only offering three tips, this article walks through the step-by-step process of implementing them and offers examples for maximizing their benefit. From The Teaching Professor, accessed through UMass Lowell (UML) Library: How to Make Group Work Not Suck: Scaffolding the Collaborative Process through Agency and Self-Regulation

    Further Reading:

    • How can you reduce conflict and ensure that every student is contributing to a group project? Using strategies such as establishing group norms and scaffolding the elements of the group assignment can allow for maximum benefit from the project. This resource from Faculty Focus offers five creative, research-based tips for ensuring thoughtful classroom connections through group work: Group Work Strategies to Ensure Students Pull Their Weight
    • This is a longer, more research-based guide about group work, its benefits, and how to best use it in the classroom. Though on the longer side, it offers a stronger understanding of the importance of and benefits/drawbacks to assigning group assignments: Group work: Using cooperative learning groups effectively | Vanderbilt Center for Teaching
  • This collection is a starting point for highlighting a general approach to creating multiple ways for students to demonstrate learning. Two videos will walk you through everything you need to know about the topic. Start with the introductory video to have a general overview of the topic then hop onto the next video to dive deeper into more focused areas of this topic.

    Video 1: Introduction to Multiple Ways to demonstrate Learning
    0:00 – How I understand “multiple ways to demonstrate learning”
    2:01 – General approach to creating multiple ways for students to demonstrate learning
    4:30 – Introducing the collection’s shared readings

    Video 2: Discussion on Method and Example Course

    0:00 – Quick review of material from Collection Introduction video
    2:33 – Applying backwards design to facilitate multiple ways of demonstrating learning
    5:52 – Some caveats to consider
    9:58 – Advantages to this approach to course / project design
    11:33 – Disadvantages to this approach to course / project design
    14:50 – Applying this approach to an example course (English 3690)
    20:39 – Tips & advice for implementing this approach to other courses
    24:28 – Sample project timelines (student-sourced projects & client-sourced projects)
    29:20 – Answers to some anticipated questions

    Sample Tools to Support Multiple Ways of Learning

    Here is the sample syllabus and class final project discussed in the videos above to illustrate how multiple modes of inquiry and learning can be supported throughout the semester.

    For Further Reading:

    This collection provides resources for using backwards design to support multiple ways of demonstrating learning. The techniques discussed here are useful for developing projects that will ask students both to explain how they understand a course’s learning outcomes and to develop a plan (with your help) to demonstrate mastery over those outcomes that fits their own academic & professional interests.

  • Hello! I’m Qinglong Diep, an undergraduate intern for CELT. As a student about to graduate, I have received really helpful feedback on some assignments that has helped me develop my abilities. The faculty feedback that has helped me the most gave me the opportunity to and direct guidance I needed to improve.
    In this collection, I have curated some items to provide you a starting point with giving students useful feedback, especially on different genres of assignment.

    General Information



    Lab Reports

    Quizzes, Exams and Other Formative Assessments

  • Hello everyone! My name is Sohana Hasan. I am an English major at UMass Lowell and an intern for the Center for Excelence in Learning and Teaching (CELT). Since I am now in my Junior year, I am using this internship to explore why students become disengaged in a course and — more importantly — what professors can do to re-engage them with the course content. This curation of resources explores some key strategies for you to make your course relevant to your students, as well as tips for teaching large classes and increasing engagement in your lectures.

    Making Course Content Relevant to Students

    In Breadth of Knowledge classes — and even in major-specific courses — some students won’t see why your class is relevant to them. Since this leads to disengagement, how can you develop course modules that feel relevant to all of your students? This curation explores strategies for capitalizing on existing student interests to make your course feel relevant and significant in the lives of all your students.
    • Now more than ever, students value learning that connects course material to their personal interests and motivations. This article describes why—and better yet, gives two easy strategies for how—you can help students value your course’s content, even when it’s outside their major: Facilitating Connections Between Course Content and Students' Lives.
    • Do you want to build community in the classroom? Or create a space for students to engage and interact with your content? The seven tips in this article offer avenues for shaping the delivery of your course’s content. These short, practical recommendations explore strategies for establishing the relevance of your content and structuring your lecture and assignments for maximum impact: Engaging Students on the First Day and Every Day.
    • How can you invite peer-to-peer collaboration without losing control over your class? Collaborative learning is a technique that opens the door to endless classroom and real-world learning opportunities. Professors from any discipline can implement these strategies, creating a myriad of ways to encourage students to collaborate and support each other: Collaborative Learning | Center for Teaching Innovation.
    • Academic Sources:
      • As an English or Humanities professor, how can you show your students the relevance of older literature? This professor proposes strategies for sparking students’ creativity by connecting popular music with historical literary works. Though this professor specifically explores music and literature, their strategies may be adapted to any discipline. Access granted through the UML Library Database: Why I teach a course connecting Taylor Swift's songs to the works of Shakespeare, Hitchcock and Plath.
      • Want to help students understand the relevance of science in their lives? This professor proposes strategies for using hip-hop music and culture to create a more involved student understanding of science. Particularly useful for breadth of knowledge courses, this link is valuable for any professor looking for new ideas to encourage student engagement: Using hip-hop in the classroom to build a better understanding of science.
    Further Reading:
    • How can you foster problem-solving skills and peer collaboration in your classrooms? Problem-based learning allows students to collaborate and solve an open-ended problem using concepts learned in class. Easily implemented and known to increase student engagement, this can be an intriguing approach for restructuring group projects: Problem-Based Learning | Center for Teaching Innovation

    Teaching a Large-Enrollment Class

    Teaching a larger class can create an environment where students feel anonymous and insignificant. Many larger classes are introductory courses, further adding to feelings of isolation and confusion. How can you create a sense of community in a large class, while also retaining structure and uniformity in your teaching style? This curation proposes strategies for instructing a large-enrollment class, exploring practical considerations, strategic teaching and community-building tips alike.
    • How can you support student learning and build community in a large classroom? This resource explores how to build a classroom community and facilitate effective learning in a larger classroom. It also considers the logistics of teaching large-enrollment courses: Large Classes: Teaching Tips.
    • How can you reduce student anonymity and employ active learning strategies in larger classes? This article explores common drawbacks to large class sizes and offers practical tips for overcoming them by supporting students’ learning in a larger class: Teaching Large Classes.
    • Active learning, engagement, and strategic teaching — this article explores realistic strategies so you can manage and instruct large classes more effectively. It considers the unique challenges of larger classes and proposes six practical solutions: Considerations for Large Lecture Classes | Center for Teaching & Learning.
    Further Reading: 
    Curious for more? Want to dig a little deeper? Here are some longer, more in-depth resources for instructing a large class.
    • How can you individualize teaching without creating an impossible workload for yourself? This article explores how assigning preparatory notes for students in larger classes can individualize their learning. Rather than large or implausible, this article breaks down the concept into plausible, implementable chunks: Preparatory Notes as a Way to Individualize Teaching and Learning

    Increasing Student Engagement in Lecture-based Classes

    Increased student engagement is always possible, even in a lecture! Rather than drastically changing your class structure, making smaller changes to the format and presentation of a lecture can encourage your students’ engagement in your course. This curation proposes strategies like physical presence, visual aids and outlining to allow stronger student engagement in your lectures.

    • How can minute changes to your lecture-style classes increase student engagement? These bullet-points explore practical strategies like outlining, transitioning and effectively reading the room. With these small, simple changes, your students can interact more thoroughly with the course material: Making Your Lectures Interactive Tip Sheet.
    • How can you capitalize on visual aids, your physical presence and student engagement to create an interactive lecture? This source from Vanderbilt University explores strategies for maximizing your available resources to create an engaging lecture: Lecturing | Center for Teaching.
    • Perhaps you’re interested in lectures that encourage student participation and engagement. How might you do that without sacrificing content? These twenty tips from Harvard University offer strategies for a more facilitating, participatory learning environment: Twenty Ways to Make Lectures More Participatory.

    Further Reading: 

    • Professors at universities throughout the world have wrestled with the unique endeavor of educating college students. This crowdsource-style resource offers short, informational articles about engaging students in your lectures and includes tips from professors in all disciplines across the world. This is a little longer than the others, but absolutely worth the read. You might not agree with every tip, but they’re a different perspective offered by other experienced professors: Top tips on how to make your lectures interesting.
    • Not all lectures are made equal! How can you elevate your lecture-based course without sacrificing your content? This resource provides strategies for seamlessly fitting active learning techniques into your current lecturing format. Presenting a conceptual framework and specific, practical tips for implementation, this is a wonderful source for gaining inspiration: Making Lectures More Active
  • The following guidelines and scenarios provide a starting point for anyone interested in Copyright information:
    The answer to every copyright question is: it depends! There is no cut-and-dry answer that we can apply to every scenario. Rather, it is decided according to a framework that is periodically tested in the courts. Copyright was designed to encourage and protect creative expression, and at the same time, to provide robust opportunities for thoughtful re-use by others.
    Here are some common scenarios involving copyright in higher education:
    How do I know if using materials in the classroom is fair use?
    Fair use is the right to re-use and contextualize copyrighted material, without paying a fee or requesting permission. Courts evaluate fair use according to four factors. There are robust protections for educational sharing, so if you want to share a copyrighted item in class, you are likely able to, according to U.S. Copyright law -- but you need a documented articulation of pedagogical need. 
    The four factors are: 
    1. PURPOSE of Use (nonprofit, educational uses are generally favored over commercial uses) 
    2. NATURE of the Copyrighted Work (creative works like movies or songs, and previously unpublished works, generally receive more protections and make for a weaker fair use case) 
    3. AMOUNT of the Work used (a stronger fair use case occurs when you use as small an amount of the work as possible, for as short a time as possible) 
    4. EFFECT on the Market for or value of the work (a stronger fair use case occurs when you use material that is not easily available for purchase elsewhere)
    What do we mean by a well-documented articulation of pedagogical need? You might wish to document that you are:
    • Sharing items only in a classroom, in person or online, only to people registered in that class 
    • Using items only for a specific and stated educational use
    • Using items in a TRANSFORMATIONAL way. Annotation, comparison, and criticism are all considered forms of transformation, in that you are not using the work for its original purpose, but transforming it into part of a larger argument.
    • Having no clear impact on the market. It is not a fair use to copy material for the sole reason of sparing students the expense of purchasing it through commercially available sources – but please contact the library so that we can explore low- or no-cost solutions together.
    How can I use copyrighted material in course reserves, and support low- or no-cost course materials?
    If you are linking to materials the library has already paid for, and already licensed, you have no problem. Links pointing to articles included in library-subscribed journals or ebooks can always be included in syllabi or BlackBoard sites, as just linking to items doesn’t create new copies, simply re-uses the already-posted material. 
    For other materials that we don’t already own or license, and that you wish to copy in their entirety for students and/or to post in the learning management system, you’ll need to focus on and document pedagogical use and the four factors. For a fair use case, you’d describe a one-time use with limited and secure access, and document that you are reproducing only as much as is necessary for the pedagogical need. It's harder to make a fair use case for unpublished material, like a poem or painting.
    Please keep in mind that this is a process; finding and evaluating content for use in your class, even with library help, is time consuming. On the plus side, once you have gone through the process, your materials will be available for many semesters to come and can be revised at any time.
    Library staff can search in open access repositories for related content and submit to you for your evaluation. These sites include all types of learning objects, not just texts. We can also find quizzes and tests, illustrations, video and audio.
    You can also consider the use of multi-user ebooks that the library can purchase. Library staff can make suggestions, or you may have titles in mind. Staff can determine whether, for reasons of cost and availability, it will be possible to purchase these.
    The library can also buy print books which can be placed on Course Reserves, so that students can access the book via short-term loans. 
    For more information, see the UMass Lowell University Library guide to copyright.
    How does copyright and fair use affect my students’ own work? 
    Students, like all creators, own the copyright to their original work. They have exclusive rights pertaining to its re-use, except in the case of someone else using it via fair use or if the students have assigned their copyright to another party. Writing a paper in a class for an instructor does not transfer the student’s copyright to the instructor. As creators of original works, students are allowed to use copyrighted materials to a limited extent under the fair use provision in the law. Applying the four factors of fair use to any potential use of copyrighted material is the best way to determine if a use is fair or infringing.