Building a Better Review Session through Active Learning

by Beatriz Brando, Chemistry (Home Department: Education) Teaching Effectiveness Award Essay, 2016 Chemistry 1AL, General Chemistry Lab for non-majors, is generally structured such that students attend a weekly one-hour lab lecture, a four-hour lab, and have the option to attend office hours with GSIs or a review session with the Continue Reading >>

Incorporating Active Learning and Technology into Teaching Economics

by Marquise McGraw, Economics
I innovated by…creat[ing] an exercise that required students to integrate multiple concepts and skills to solve…This type of activity proved to be much more effective in promoting student learning than the standard “chalk and talk” delivery.

Musical Form and Active Learning

by Laura Basini, Music
I wanted to bring a seemingly abstract concept to life by placing students in an unfamiliar position: that of the composer. They would have to engage more actively with each passage of music, working out what each did in musical terms, and how each led to and from its neighbors.

Hands-on Simulation of Frog Development and Experimental Embryology Engages Students and Promotes Learning

By Danielle Spitzer, Molecular and Cell Biology Teaching Effectiveness Award Essay, 2022 Problem: MCB 141 (Developmental Biology) is an upper-division lecture course that covers fundamental concepts of animal embryonic development. The students learn about foundational experiments in the field which involve precise manipulations to animal embryos in three-dimensional space. They Continue Reading >>

Working Group: Universal Design for Learning (UDL) Starting July 2022

The COVID-19 pandemic has brought to light long-standing inequities in the educational access that students with disabilities face in university settings. In addition, for many students, disability is only one dimension of marginalization. Challenges to educational access can also be compounded by race, socio-economic status, gender, sexuality, and citizenship. As we continue to navigate teaching and learning during the pandemic, some persistent questions endure. How can we more meaningfully address the diverse needs of students with disabilities at both the undergraduate and graduate levels?  How can we draw on lessons learned from remote learning to help create more universally accessible learning spaces for students?

Zoom Labs: Replicating Hands-on Learning in Virtual Education

by Mallika Bariya, Materials Science and Engineering Teaching Effectiveness Award Essay, 2021 Challenge: In the first fully remote semester of the COVID-19 pandemic, I was a GSI for Materials Science and Engineering (MSE) 45L, a core lab course. Labs revolve around hands-on participation and pose a unique challenge for remote Continue Reading >>

Collaborative Learning in Times of Remote Instruction

by Jonas Teupert, German Teaching Effectiveness Award Essay, 2020 In my Advanced German courses, students learn about German culture and improve their writing and discussion competencies. The combination of content and language instruction overcomes curricular bifurcation and can increase learning effectiveness. Ideal for this approach are collaborative group projects, which Continue Reading >>