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Onsite and Online Teaching Methods

Resources about meta-teaching issues for onsite and online teaching.

Academic Honesty

The topic of academic honesty is extremely broad. We include links to the Stern MBA and undergraduate honor codes, to definitions of plagiarism, to articles about how faculty members and schools can prevent and reduce academic dishonesty. In addition, there are links that can help educate students about what constitutes plagiarism, why it is important not to plagiarize and how to avoid plagiarizing inadvertently.

Faculty Survey Results on Preventing and Dealing with Cheating
Stern CITL, May 2004

MBA Honor Code, Code of Conduct, Policies and Procedures
NYU Stern School of Business

Honor Code and Code of Conduct for Stern Undergraduates
NYU Stern School of Business

Statement of Academic Integrity
NYU Expository Writing
It includes a definition of plagiarism and discusses academic fraud more broadly.

Academic Honesty
Baruch College (2002)
Has definitions of cheating, plagiarism, obtaining unfair advantage, falsification of records and other documents, collusion. Describes Due Process and students' rights and the penalties for academic dishonesty. Describes three reasons why academic dishonesty occurs and several strategies to avoid academic dishonesty.

How to Avoid Plagiarism
Northwestern University
Gives examples of approriately and inappropriately attributed material and explanations.

Justice or Just us? What to do about cheating
The Carnegie Foundation for the Advancement of Teaching (2004)

Plagiarism Research Resources

Thinking and Talking About Plagiarism
Bedford/St. Martin's (2001)

Civility in the Classroom

These articles describe how to prevent and manage student incivility in the classroom. Perhaps most useful are the notes from the Faculty Forum (first link) in which Stern faculty members share their own experiences and strategies.

Civility in the Classroom
Stern Faculty Forum, October 2004
Stern faculty describe what they do to maintain civility in their classrooms. Includes results of a brief survey about incivilities in Stern classrooms.

Handling Disruptive Students
Georgeanne Cooper, University of Oregon
Originally addressed to Teaching Assistants at the University of Oregon, still applicable in any college setting.

Copyright/Fair Use

Before using any outside materials, including electronic resources, in your course, be sure to verify that you have the proper permissions and are not violating any copyright protections. These links provide information for understanding copyright law and fair use so as to ensure your adherence to these guidelines.

Using Copyright Protected Resources in Your Class
How to use NYU Library resources

Handbook for Use of Copyrighted Materials
New York University

Statement of Policy on Photocopying Copyrighted Materials
New York University

U.S. Code Title 17: Copyrights
Library of Congress

Crash Course in Copyright
University of Texas

Copyright and Fair Use in the Classroom, on the Internet, and the World Wide Web
University of Maryland University College (2001)

Copyright and Fair Use Overview
Stanford University Libraries

Guidelines for Classroom Copying of Books & Periodicals
University of Texas

The Digital Dilemma: Intellectual Property in the Information Age
Computer Science & Telecommunications Board, National Research Council (2000)


Because the topic is broad these websites are very wide-ranging including multicultural issues, students with physical and other kinds of disabilities, universal design of instruction. If you don't find what you need, contact the faculty development consultant at the CITL.

Disabilities, Opportunities, Internetworking, and Technology
University of Washington (2000)
Resources for faculty for teaching students with disabilities, including on-line videos.

Multicultural Teaching
University of Michigan CRLT (2002)
Articles, strategies, bibliographies.

Universally Designed Instruction
Raymond Orkwis, ERIC Digest, 2003
Summarizes the components of universal design for learning, “design of instructional materials and methods that makes learning goals achievable by individuals with wide differences in their abilities.”


These links summarize the newest research from many fields about learning processes. Several of the links are based on the 1999 book, How People Learn, the first link.

How People Learn: Brain, Mind, Experience, and School

John Bransford, et. al., 1999, National Academies Press.
An important book summarizing research from the last 30 years about expert vs novice knowledge, how learning processes occur, the nature of memory and the structure of knowledge, etc. The entire book is online. At the very least, all instructors should read the Executive Summary of the book (next link).

Executive Summary: How People Learn

John Bransford, et. al., 1999, National Academy Press.
Thirteen page printable summary of the key points in the book, How People Learn. Important for all faculty members to become aware of the implications from the most recent research on learning.

How People Learn: Key Issues for College Instructors
Vanderbilt University's Teaching Center
Summary of important concepts in the book How People Learn—the nature of expertise, challenges in helping novices develop expertise, and implications for teaching.

How People Learn (and What Technology Might Have To Do with It)
Marcy P.Driscoll, ERIC Digest, 2002.
Although written for Professors of Education, the article succinctly describes several important aspects of learning in a classroom and relates them to the use of technology: Learning occurs in context. Learning is active. Learning is social. Learning is reflective.

Making Learning Visible: Technology and Teaching for Understanding

Randy Bass at University of Michigan, May 11, 2005
Video and slide-show of talk describing how college instructors have taken the concepts in the Visible Knowledge Project (see link below) and made them work.

Online Teaching and Learning

Essentials of Online Course Design: A Standards-Based Guide
Marjorie Vai and Kristen Sosulski, 2011
In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them.
Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modeled throughout the book and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

The Savvy Student's Guide to Online Learning
Kristen Sosulski and Ted Bongiovanni
Topics include: online student expectations, becoming a great online student, creating an online presence, interaction and communication techniques, providing feedback, online group projects, individual work, technological requirements and how to get technical support, online classroom "netiquette" and time management.