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For additional teaching tools and resources, check out our .

exists to enhance teaching and learning at the Claremont Colleges.

• Speaking Intensive Rubrics
  • Oral Presentation Rubric
  • Rubric to Assess Discussion Performance in an Upper-level Undergraduate or Graduate Seminar
  • Multimedia Presentation Rubric
  • TLC Oral Communication Rubric
  • Rubric for Assessing Student Participation
  • Rubric for Formal Oral Communication
  • Rubric to Assess Oral Communication
• Suggested Speaking Intensive Activities
• Suggested Writing Intensive Activities
• Writing Rubrics
  • Written Communication Value Rubric
  • Research Paper Rubric
  • Portfolio Rubric
  • Reflective Essay Rubric
  • Lab Report Rubric
  • Grading Rubric

A number of grants, usually ranging from $500 to $3,000, are awarded by the Teaching & Learning Committee for the development or substantial revision of courses. These grants are meant to reimburse faculty for items such as books, videos and software (up to $500); student assistants (up to $1000); field trips (up to $1,000); travel (up to $900); and conference or workshop registration fees related to preparation of a course. Preference will be given to faculty who have not received Wig funds for course development in the preceding two years.

The deadline for applications is typically in April. Applications should include a course description and a detailed, itemized budget. The applicant should also indicate if she or he has received a Wig grant in the past two years and, if so, the curricular results. Please submit proposals to Janise Roselle, Associate Dean for Academic Affairs. The Teaching & Learning Committee will review the proposals in April, and awardees will be notified immediately after the May Board of Trustees meetings. Awards will become effective in June and must be spent with one year from the date the award becomes effective.

For more information, please see: Funding for Curricular Development and Pedagogy.

Small grants (up to $700) are available throughout the year to enhance the teaching of a particular course. This fund is meant to cover curricular needs that are unexpected and that therefore cannot be met within a departmental budget or through application for a Curriculum Development Grant. Items that have been funded in the past include books, honoraria/meals/lodging for in-class speakers, films, computer software, and student assistants.

Requests are to be made in writing (email or paper), with a complete budget, including other sources of funding if any, and a short description of the relevance of the items to a particular course. Please submit requests to Janise Roselle, Associate Dean for Academic Affairs.

For more information, please see: Funding for Curricular Development and Pedagogy.

A small number of awards of $500 each are available for faculty members who wish to audit a course at the Claremont Colleges. The hope is that auditing will generate pedagogical and intellectual connections and discussions among our faculty.  If you would like to be considered for this program, please check with the instructor of the course and then send Associate Dean for Academic Affairs Janise Roselle a short note describing your interest.  Should you receive an award, you will be expected to attend every class session of the course you are auditing and to submit a short report at the end of the semester to be used in evaluating this program.

The Teaching and Learning Center and ITS Instructional Services work closely together to provide a range of services to faculty to foster the sound integration of technology in teaching. Among other services, Instructional Services offers:

• Consultation with faculty to make the best use of course management systems .
• Workshops on using technology to meet your teaching goals.
• Individual faculty can borrow video cameras from ITS for the purpose  of assessing their teaching or any other curriculum-related purpose.
• Assistance to faculty in learning new technologies and developing skills with an existing technology.
• Developing curricular projects such as digital video production, large scale image digitization projects, specialized web sites describing faculty-student research and custom web based applications for teaching.
• Resources and news on instructional technologies in use at Pomona

For general technology questions, please reach out to servicedesk@pomona.edu

Small grants (up to $700) are available throughout the year to enhance the teaching of a particular course. This fund is meant to cover curricular needs that are unexpected and that therefore cannot be met within a departmental budget or through application for a Curriculum Development Grant. Items that have been funded in the past include books, honoraria/meals/lodging for in-class speakers, films, computer software, and student assistants.

Requests are to be made in writing (email or paper), with a complete budget, including other sources of funding if any, and a short description of the relevance of the items to a particular course. Please submit requests to Janise Roselle, Associate Dean for Academic Affairs.

For more information, please see: Funding for Curricular Development and Pedagogy.

Research has noted that hands-on education and involvement with on-campus farms is “extremely valuable and … an important supplement to classroom-based instruction” (Leis et al., 2011). Food production is intrinsically linked to political, economic, and social structures as well as to the natural sciences, and so a range of departments across the Claremont Colleges can make use of the Farm for their courses.

In the past year, the Farm has hosted courses taught by many other faculty member across a range of departments, including Environmental Analysis, Sociology , Classics, Biology , English, and Theatre. Some courses use the Farm as a laboratory (e.g., to analyze soil morphology), while others use the Farm as a setting for a lecture or discussion. The Farm has also been used by individual students and student groups.

The possibilities are endless and there is no limit to the collaborations that can happen between academics and the Farm. If you want to talk more about how your course can use the Farm as a resource, please reach out to the Farm Manager at farmmanager@pomona.edu or visit the Farm website.

The Quantitative Skills Center (QSC) provides small group and individual study sessions for students needing help with their quantitative skillset. Study sessions are facilitated by our QSC partners, who are students that have been recommended by faculty members. Most introductory courses in biology, chemistry, computer science, economics, mathematics, and physics are covered, but any student in any course can make an appointment with one of our Partners. We are located the Smith Campus Center, suite 228. Please visit the QSC website for more information.

offers instruction sessions on information literacy skills and library research for individual courses. Librarians work with faculty to tailor sessions to the needs of a specific course. Learning outcomes for sessions are tied to the ;.

Librarians can also provide additional course support such as creating , or by integrating into the course’s Sakai website.

To discuss how the Library can best support your course, contact your

Throughout the 2019/2020 Academic Year, Pomona will be moving its museum collections into Pomona’s new building, Benton Museum of Art at �鶹��ý. During that time collection artworks will not be available for class visits and study. The Museum will continue to offer exhibitions and a robust program in Pomona’s current facility. Learn more about the Museum's exhibitions.

The Benton will be open for class visits beginning Fall 2020 in our new Collection Study Rooms, designed to give students opportunities for first-hand study of the Museum’s entire collection. Learn more about the Benton.

A cornerstone of intellectual inquiry, writing is at the heart of a liberal arts education. At Pomona, writing and the teaching of writing are college-wide enterprises. The College Writing program offers resources to help faculty and students create vibrant communities of readers and writers across campus – on paper, in classrooms, dorms, and dining halls – and beyond.

Plagiarism is not a new problem in academia, but it is a serious issue. Because understanding plagiarism is the first step to avoiding it, the following guide examines the latest research and provides advice from experts who explore these questions. This also demonstrates the proper way to quote, paraphrase and cite from text sources and provides current resources that explain how to recognize plagiarism and prevent it.