discussion section

Fun with Phonetics on a Saturday: Bringing Linguistics Up to Date with the Other Sciences

by Charles Chang, Linguistics
With so much course material to review in section, we are left with little time to get students comfortable with doing the technical things they need to be able to do to fully engage with the course material…In the end, students were offered the chance to come get their hands dirty with phonetics, and they came — even though it was on their own time, and even though it was on the weekend. Who woulda thunk?

Helping Students Learn (and Effectively Use) What They Already Know

by Paul Bruno, Physics
If I could help them recognize what they had learned, and to see how that acquired knowledge empowered them to understand even more course material, I could develop both their understanding of physics and their positive self-efficacy as science learners.

Negotiating European Integration Yourself: Role Playing, Simulations, and Counterfactuals in Teaching Political Science

by Sener Akturk, Political Science
All theories “make sense” at some level, making it difficult for students to find their weaknesses. Hence, many students believe that the political development of the region they study (Europe, Middle East, etc.) could not unfold differently than it did…To overcome these problems, I set aside a section in mid-semester for students to act out 50 years of EU political development in a simulation.

Teaching the 3-Speed Class

by Jason Purcell, Political Science
In the Spring of 2008, I realized that I had a problem: I was teaching a 3-speed class. While some students were content with the pace of section, others were struggling to keep up, and still others were starting to get bored. How can one GSI keep pace with students learning at three very different speeds?

Teaching Young Scientists to Speak the Way They Think

by Seemay Chou, Molecular and Cell Biology
I found that the problem was not rooted in lack of comprehension but an imprecision in their scientific language, owing to their lack of experience in the field. They felt that they knew the answers but could not express what they were trying to say…They needed to think and speak in the same language as scientists.

Training Molecular MacGyvers Using the Immunologist’s Toolbox

by Nicholas Arpaia, Molecular and Cell Biology
I designed what I called the Immunologist’s Toolbox, a running list of techniques that the students could refer to when it came time for them to design experiments. They were able to draw from this list to act like molecular MacGyvers and use the reagents that they were given in particular scenario-based questions to answer them.

Externalizing Analyses and Bridging Sub-Disciplines

by Molly Babel, Linguistics
I find the largest problem in teaching a class like Linguistics 110 is keeping the intellectually split student body focused, interested, and comprehending the material at hand. I have found the key to this problem is to provide students with theoretically relevant real-world linguistic examples.

The Theory Scare: Teaching Students How to Grasp Abstract Ideas

by Polina Dimova, Comparative Literature
I needed to teach my students to trace complicated theoretical arguments and pinpoint and articulate the concepts that underlay them. I had to empower my students through theory and not let them despair by succumbing to the theory scare, to their assumption that theory is just too tough and they just don’t get it.

Shaking up the Standard in a Course on French Phonetics

by David Divita, French
Students were expected to learn the phonetic rules of “standard” French, but they were not encouraged to reflect on the historical origins and political implications of such a construct. Whose standard were they learning? Who had the authority to claim it as such? In a course designed to teach “correct” pronunciation, it seemed to me such questions could not remain unasked.