by Christian Lambert, Goldman School of Public Policy Teaching Effectiveness Award Essay, 2016 Assessing student work is the household chore of any given course: important and useful, but often begrudged and disparaged, too. As an instructor in an introductory course that many students pursue in order to fulfill pre-requisites for Continue Reading >>
assessment of learning
by Rajan Kumar, Materials Science and Engineering Teaching Effectiveness Award Essay, 2016 In Spring 2015, I served as the GSI for Properties of Materials (E45), an introductory materials science and engineering course usually taken by freshmen and sophomore students. My primary responsibility for the course was to lead the lab Continue Reading >>
by Eric Armstrong, Integrative Biology Teaching Effectiveness Award Essay, 2016 In addition to providing the educational scaffolding necessary for life-long learning, we as instructors face an equally important challenge in preparing interested students for professional careers in our fields. In biology, the ability to analyze and visualize data is a Continue Reading >>
What are rubrics? Rubrics are scales in which the criteria used for grading or assessment are clearly spelled out along a continuum. Rubrics can be used to assess a wide range of assignments and activities in the classroom, from oral presentations to term papers to class participation. There are two Continue Reading >>
by Marquise McGraw, Economics
I innovated by…creat[ing] an exercise that required students to integrate multiple concepts and skills to solve…This type of activity proved to be much more effective in promoting student learning than the standard “chalk and talk” delivery.
by Jessica Smith, Chemistry
Prepared students are slow because they meticulously follow the directions rather than thinking critically about the purpose of each step…Students of science become scientists as they begin to comprehend how different steps contribute to an experiment rather than blindly following directions.
by Sean Tanner, Public Policy
I experimented with a method of collecting student feedback that would force the students to make tradeoffs in my time and effort. I gave them a list of the potentially alterable activities I perform as a teacher…All told, I had eighteen hours per week to distribute across nine teaching activities. Each student reapportioned my time to suit his needs.
by Naomi Leite, Anthropology
The first section presents a double challenge…Simply put, how can a GSI use the first section to engage a disparate group of students who are not necessarily enthusiastic about their enrollment in a course whose topic they don’t yet understand?
Connecting grading to specific learning objectives, and developing a clear system for commenting, can make grading an easier and more strategic process.
by Sarah Macdonald, Sociology
While teaching Sociology 5: Evaluation of Evidence, I encountered a problem that is not unique: how, as GSIs, can we prepare our students for challenging final exams without teaching exclusively to the exam?