Introducing Students to Scientific Writing in E45 Lab Sections

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 >>

Sociology 190 Research Assignment

by Sarah Macdonald, Sociology Context Assignment 1: Paper Proposal Assignment 2: Literature Review Assignment 3: Abstract and Outline Assignment 4: Research Presentation Assignment 5: Final Paper Context Sociology 190 is a senior capstone course in which students engage in small seminar discussions of a particular topic. In my section of Continue Reading >>

The Semester-Long Research Project Reimagined

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…

Bridging Mathematical Models and Managerial Decisions

by Auyon Siddiq, Industrial Engineering and Operations Research
While the content in a typical operations research course is usually technical, the field itself is actually quite practical… I viewed it as part of my job to help convey the idea that the seemingly abstract methods taught in class could in fact have a significant positive impact on how decisions are made in a wide variety of domains.

To Risk an Argument: Tweeting towards Independent Theses in English R1B

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.

Achieving Widespread Participation through Evidence-Based Classroom Discourse

by Elise Piazza, Undergraduate and Interdisciplinary Studies (Home Department: Vision Science)
On my first day as a graduate student instructor for Introduction to Cognitive Science, I noticed that participation was limited to a few students, while the rest sat silently, either intimidated or bored…As an experimental psychologist, I decided to introduce my scientific approach to teaching by turning our discussion section into an experiment.