by Nicholas L. Pivonka, Chemistry I sought to improve the laboratory portion of the course by improving the quality of experiments the students were asked to perform. One of the experiments was clearly a candidate for replacement.
by Eric Masanet, Mechanical Engineering This approach — called design-for-environment — has gained significant momentum worldwide and is an invaluable skill for UCB design engineering students to acquire...I was therefore surprised to learn...that design-for-environment was not being taught as part of UCBs undergraduate design curriculum, nor was it even introduced as an important concept to the design students. To address this problem, I initiated, developed and presented a comprehensive design-for-environment lecture that has since become a regular feature in the ME 110 course.
by Paul Dosh, Political Science Encouraging diverse forms of participation began on the first day of class with the tone that I set and the grading system I presented...[and] required persistent and explicit efforts throughout the semester.
by Kate Elkins, Comparative Literature In presenting a very "postmodern" novel, I wondered what approach to take to ensure that students did not become frustrated. One of the challenges in teaching composition classes is that students bring to the classroom a wide variety of interests and backgrounds. Few will go on to study literature, and many embark on the study of literature with a fair amount of skepticism. I therefore hesitated to approach the work using a standard "literary approach."