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 >>
by Ashton Wesner, Materials Science and Engineering (Home Department: Environmental Science, Policy, and Management) Teaching Effectiveness Award Essay, 2018 E157AC: Engineering, The Environment, and Society is the only American Cultures course offered in the College of Engineering. I was thrilled to teach students pursuing rigorous scientific training with an interest Continue Reading >>
by Brian Judge, Political Science Teaching Effectiveness Award Essay, 2018 Challenge: Introduction to Political Theory is either the beginning or the end of students’ engagement with political theory at Cal: interested students may go on to enroll in further political science courses, but (statistically speaking) many will stop after the Continue Reading >>
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.