Developing Narratives for Aspiring Biologists

by Victor Reyes-Umana, Plant and Microbial Biology Teaching Effectiveness Award Essay, 2019 A game of hot potato, borrowing a book from the library, and how a crowd of people enters a room may not sound like relevant topics to bring up during a Biology 1A discussion—but for my students, these Continue Reading >>

Using Phenomena-Based Inquiry to Increase Class Participation

by Rachael Olliff Yang, Integrative Biology Teaching Effectiveness Award Essay, 2019 At the beginning of every class, instructors are faced with the challenge of encouraging participation. I was able to successfully increase class participation using phenomena-based inquiry. In Fall 2018 I co-taught the field section and lab of General Biology Continue Reading >>

Contextualizing Social Theory with Collaborative Timelines

by Nicholas Anderman, Geography Teaching Effectiveness Award Essay, 2019 In Geography 112, a challenging, upper-division course, students read canonical social theory (Marx and Engels, Antonio Gramsci, Franz Fanon, etc.) alongside historical texts that show how these thinkers’ key concepts emerged out of particular events. A key learning outcome of the Continue Reading >>

Teaching Science Writing – Learning by Doing and Not by Listening

by Sonia Travaglini, College of Engineering (Home Department: Mechanical Engineering) Teaching Effectiveness Award Essay, 2018 Working to support the Masters of Engineering capstone projects, my hardest challenge was teaching students to communicate the value and significance of their highly technical work. Students had to learn science writing; how to use Continue Reading >>