by Alexander Roehrkasse, Sociology Teaching Effectiveness Award Essay, 2017 Challenge: The volume and difficulty course readings can sometimes intimidate and discourage students. Such was the case in a course on the history of sociological theory. Facing dense and sprawling texts, students were discomfited by their unexpectedly low levels of comprehension. Continue Reading >>
by Samuel Nicholas Ramsey, Group in Logic Teaching Effectiveness Award Essay, 2017 In my first year of graduate school, a math professor confessed to me that it was only late in their graduate school career that they learned that most mathematicians spend their time feeling completely confused. This should be Continue Reading >>
Students learn best when actively engaged in learning tasks, and there are many ways to incorporate active learning techniques into your class.
Group work can increase student learning and participation in several ways. Here are ideas for designing effective group activities that are meaningful to students.
Most instructors worry that students will not speak up in class. By helping students better prepare for section, instructors can ensure more frequent class participation.
Creative ideas from GSIs for eliciting memorable discussions that help students learn.
by Shelly Steward, Sociology
To make theory a way of seeing and understanding the world, [students] needed to be reminded of it outside of lectures, sections, and assignments. How could I insert sociological ideas into students’ everyday lives beyond the classroom? My strategy to address this problem was to create a course Twitter account.
by Sandile Hlatshwayo, Economics
There are several benefits to this warm-up approach. Primarily… students who must first attempt to solve problems with very little instruction tend to learn the concepts better once they are given formal instruction. Second, students experience less fear over offering incorrect answers as making public errors becomes a normalized part of the classroom experience. Finally, and centrally, students that tend to be non-participators participate…
by Emily A. Hellmich, French (Home Department: Education)
I realized that while my students did have passionate opinions as well as a desire to communicate them, they hesitated: not knowing one specific word represented an insurmountable barrier to them that shut down communication and sent them running to a more expert resource… I led the students in the creation of a “semiotic brainstorm” meant to show them not only just how much French they already knew but also to detail, step-by-step, one way to access this knowledge in communication.
by Kathryn Fleishman, English
Challenged with independent critical thinking and absorbed in a network of ideas that reached out of our classroom and into their everyday lives, my students developed the willingness to risk an argument along with a strong grasp of the research process. … [S]tudents polished the opinions they had proffered as tweets and comments into solid theses for their individual research projects, transforming uncertain, visceral reactions into logical, distinctive arguments.