by Evan Klavon, English Teaching Effectiveness Award Essay, 2017 Navigating multiple approaches to the same topic can be tough—even more difficult is learning to articulate connections across disciplines. As a TA for Intro to Environmental Studies, I guided students in learning and writing about cultural conceptions of nature, the history Continue Reading >>
Researchers in college composition and second-language acquisition have a lot to say about correction and feedback strategies on student papers, especially when improvement of student writing skills is the dominant objective. In this workshop, GSIs will explore some of the research and, using samples of student writing, work on feedback strategies that 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.