GSIs are invited to check out the Academic Innovation Studio (AIS). Managed by Educational Technology Services, the facility offers workstations for screen capture, voice recording, and video editing among other things, as well as comfortable spaces for sharing and collaborating on projects. AIS also houses support for bCourses, and instructional equipment. Learn more about Continue Reading >>
by Rong “Rocky” Ye, Chemistry Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2015 Related Teaching Effectiveness Award essay: Achieving Higher Efficiency in Chemistry Labs Using Electronic Scheduling Students often struggled to finish labs on time. So much attention to lab steps detracted them from learning Continue Reading >>
by Shelly Steward, Sociology Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2015 Related Teaching Effectiveness Award essay: Integrating Sociology into Students’ Lives through Twitter In order to make theory a way of understanding the world, students need to be reminded of it outside class. While Continue Reading >>
Tools and services the University offers, and considerations in choosing which tools to use and the best ways to use them.
by Rong “Rocky” Ye, Chemistry
Chemistry 112A had a five-hour lab section every week. [I]n the first few weeks of the semester, students had difficulties in finishing all the work on time… I saw the need to improve [their] efficiency without causing too much intervention in their independent thinking.
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 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.
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 Thunwa Theerakarn, Mathematics
For many concepts in this subject, having geometric intuition is very helpful for a better understanding. However, many students struggle to visualize these concepts because they cannot actually “see” them…To help students develop geometric thinking, I used Mathematica to create interactive applets that can display multiple three-dimensional graphics at the same time and can overlay extra information on those graphics.
by Ashley Leyba, History
Over time it became clear to me that, more often than not, the discussions were a showcase of what I, and not my students, found intellectually exciting. I wanted something more for my students.