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 >>
by Johann Koehler, Legal Studies (Home Department: Jurisprudence & Social Policy) Teaching Effectiveness Award Essay, 2016 Writing rarely improves without feedback. But even the most carefully prepared feedback, if offered a certain way, may remain unheeded. Take, for example, a common course structure: students endeavor to produce a long, meticulously Continue Reading >>
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 >>
Although research is conducted in many different ways, and the written reporting of research comes in many different forms, there are some key similarities in the needs of students who are in the process of learning to conduct and report on research. Similarities include the following: Breaking a project into Continue Reading >>
Many instructors struggle with crafting writing assignments that are accessible yet challenging for students. We suggest you consider the scale of the assignment — in terms of time, length, and scope — and the learning objectives of the assignment — what do you want your students to learn or show Continue Reading >>
A methodical way to turn your course ideas into a well designed set of student learning objectives, activities, and assessments.
Brief introduction to some central ideas in composition pedagogy.
Learn how to describe to students what is distinctive about the kinds of papers you will assign in your R&C course.
Consider the length and complexity of the assignments you give, and sequence them so that students can build from lower-stakes to higher-stakes papers.
Be clear about what “review” and “revise” mean, and give your students in-class practice with essay drafts.