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 >>
by Britney Kitamata-Wong, Integrative Biology (Home Department: Optometry) Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2015 Related Teaching Effectiveness Award essay: A Clinical Approach to Human Anatomy My first semester teaching human anatomy was an eye-opening experience into the way students learn. I defaulted to Continue Reading >>
Although “discussion sections” is in the title, several pages provide useful strategies for any kind of class: it presents a wide range of methods and activities to increase student learning and participation.
Crafting discussion guidelines with your students at the start of the semester gives them a stake in maintaining a respectful and productive climate in the class.
Most instructors worry that students will not speak up in class. By helping students better prepare for section, instructors can ensure more frequent class participation.
Sometimes a tragic, violent, or other powerfully emotional public event can overshadow section participation. There are a variety of resources to help navigate these situations.
A selection of resources for GSIs on leading discussions and teaching discussion sections.
Creative ideas from GSIs for eliciting memorable discussions that help students learn.
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 Tobias Smith, Jurisprudence and Social Policy
In my sections I reimagine attendance as a weekly opportunity for a brief exchange with my students. In the last few minutes of class I give each student a blank index card to fill out and immediately hand back to me. On the front the student writes the date and her or his name. On the back the student reflects briefly on a prompt.