by Tammy Stark, Linguistics
As a solution to the related problems of limited time and a lack of incentive to carry out scholarly research on final papers, I decided to make the final project a Wikipedia assignment, in which students worked in groups to significantly improve Wikipedia pages related to sociolinguistic topics relevant to their independent research interests…
by Tammy Stark, Linguistics
by Dwight Springthorpe, Integrative Biology
Students come from many backgrounds, including biology, engineering, and physics, and range from second-year undergraduates to Ph.D. candidates.… I addressed this difficulty with carefully structured group problem solving during discussion sections.… Since the problem sets drew on all the group’s skills, students would find themselves alternating between teaching and learning roles.
by Chris Herring, Sociology
While most professors have converted to Power Point, sociology professor Michael Burawoy remains wedded to the blackboard and diagrams relentlessly… [A] primary task became figuring out a way to get my students to take these illustrations as the starting point for discussion rather than the end-point.
by Jordan Greenwald, Comparative Literature
I…came to realize that this lesson could not be learned through class discussion alone, since asking these questions while leading discussion is pedagogically less effective than getting students to ask those questions themselves. I therefore decided, with the encouragement of my co-instructor, to design a group assignment that would familiarize students with the choices one makes when bringing a dramatic text to life.
by Jesse Cordes Selbin, English
I believe that education functions best when students are not merely passive recipients, but collaborative creators, of knowledge. To that end, I designed an ongoing assignment wherein students used online software to contribute to a collective historical timeline of the nineteenth century…The function of the timeline was primarily informational: it was intended to give a deeper understanding of a historical era. But its crucial secondary function was to ask students to reconceptualize their own role as creators and perpetrators of historical narrative.
by Nicholas Knight, Electrical Engineering and Computer Science
I knew it would be completely infeasible to teach half of the class how to program during office hours or via a forum. So for the first homework, I designed teams that each had a member with computer programming experience. As a result, every team completed the assignment, and the collaborative write-up ensured that each team member understood the material, even if one team member did the majority of the programming. I was explicit with the class about our strategy to combine programmers and non-programmers.
by Genevieve Painter, Legal Studies (home department Jurisprudence and Social Policy)
Sorting through masses of research is a key learning objective of the reading and composition seminar. Students reported feeling overwhelmed as they confronted a wealth of sources and ideas in preparing their final papers. What is one way that participatory social movements deal with analyzing an excess of information? Card clustering!
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.
by Jeff Benca, Integrative Biology
During the in-class debate, we focused on the question “What caused earth’s greatest mass extinction?” … It was truly inspiring for me to hear both discussion sections of the class spend 1.5 hours actively … debating which arguments held most credence by analyzing the approaches of the papers, considering the expertise of the authors, and applying trends in the fossil record covered in previous lectures.
by Lynn Huang, English
I realized that students did not understand the difference between evidence and analysis in their own writing….I introduced the idea that we can “dissect” and analytically color-code an essay in order to make its internal structure visible, and to determine what makes it an effective (or ineffective) paper.