by Brittany Meché, Geography Teaching Effectiveness Award Essay, 2017 “Introduction to Development Studies” is a lower division survey course tackling some of the world’s most pressing issues. From refugee resettlement to gender-based violence to humanitarian famine relief, the course teaches students to evaluate reports from international organizations like the World Continue Reading >>
by Evan Klavon, English Teaching Effectiveness Award Essay, 2017 Navigating multiple approaches to the same topic can be tough—even more difficult is learning to articulate connections across disciplines. As a TA for Intro to Environmental Studies, I guided students in learning and writing about cultural conceptions of nature, the history Continue Reading >>
by David Gardner, Chemical and Biomolecular Engineering Teaching Effectiveness Award Essay, 2017 Challenge: Thermodynamics is a notoriously difficult subject. It’s no surprise that the subject causes anxiety and animosity – even physicist Arnold Sommerfeld was quoted as saying that even by the third time you learn thermodynamics, “you know you Continue Reading >>
by Claire Duquennois, Agricultural and Resource Economics Teaching Effectiveness Award Essay, 2017 The first meeting of section is extremely important as it sets the tone for the rest of the semester. Despite this, it can easily turn into a hodge-podge of administrative activities that can leave students disinterested. Going over Continue Reading >>
by Alexandria Yuan, Business Administration (Home Department: Goldman School of Public Policy) Teaching Effectiveness Award Essay, 2016 The Problem: There are two things that I have to actively fight in the classroom: complacency, and its closely related cousin, a kind of superficial motivation for students to participate in class simply Continue Reading >>
by Britney Kitamata-Wong, Integrative Biology (Home Department: Optometry)
I approached my teaching this second time around from a more clinical perspective, pulling from my patient-care experiences in my optometry clinical rotations. … I polled the class to gauge their interests and confirmed that many of the students were interested in pursuing careers in a medical or health-related field. I structured each of my lectures in a case presentation format starting with patient information, initial signs and symptoms, and applicable visuals.
by Julie Wesp, Anthropology
I wanted to create an environment that would stimulate higher-order learning and instill a deeper understanding and organization of the information. Answering the kind of questions the students were asking did not help them to piece together the parts into a whole; it only insinuated that repetitive memorization was the key to success. In an effort to break this cycle, during the next section I simply stopped answering them.
by Raphaëlle Rabanes, Anthropology
My intention throughout the class was to lift each of their cultural assumptions … and to reveal how anthropology as an analytic tool could help reveal the social construction of what we take for granted …
by Peyam Tabrizian, Mathematics
in the spirit of my Math 54 experience as a student and as a GSI, I decided to reorganize things. Instead of teaching the course in two separate chunks, I mixed the topics up in a way that I would first teach a linear algebra concept, and then immediately apply it to differential equations.
by Yekaterina Miroshnikova, Molecular and Cell Biology (Home Department: Bioengineering)
I decided to set up an unconventional discussion section environment… I strategically utilized the uneven playing field in students’ prior knowledge to our benefit by facilitating team-based learning…[and] I taught the entirety of the material in a hands-on and application-based style.