by Lise Gaston, English Teaching Effectiveness Award Essay, 2019 My course “Introduction to the Writing of Verse” had a twofold aim: for students to cultivate a variety of poetic techniques and to develop the art of constructive criticism. While every student had experience writing poetry (they had to submit a Continue Reading >>
by Tiffany Perumpail, Electrical Engineering and Computer Sciences Teaching Effectiveness Award Essay, 2018 Academic Interns (AIs) are former CS61A students who help current students in office hours and labs. Any student who passed CS61A can go through training and volunteer as an AI. In Spring 2017, our students’ Final Survey Continue Reading >>
by Julia Lewandoski, History Teaching Effectiveness Award Essay, 2018 After several semesters as a GSI and Reader for history classes, it has become clear to me that a concise, clear, and specific thesis statement is essential to a successful student paper. Developing a strong thesis statement enables students to frame Continue Reading >>
by Bristin Jones, Comparative Literature Teaching Effectiveness Award Essay, 2018 In my first semester teaching Reading and Composition (R&C) in the Comparative Literature department, I realized that one of the most significant challenges undergraduates face in engaging with literary texts is producing thought-provoking thesis statements and arguments. After years of Continue Reading >>
by Rosalind Diaz, English Teaching Effectiveness Award Essay, 2018 Grading rubrics are an invaluable teaching tool. Ideally, they promote fairness and transparency in assessment, and help students set reasonable goals, develop metacognition, and practice self-assessment. But a rubric can also act as a gatekeeper of knowledge. Vague, abstruse, or circularly Continue Reading >>
by Christiane Stachl, Chemistry Teaching Effectiveness Award Essay, 2016 I was a graduate student instructor for Chemistry 4A in fall 2015, and I have to say that the general chemistry courses at Berkeley are anything but a joke. For example, Chem 4A is intended for chemistry majors with a strong Continue Reading >>
by Johann Koehler, Legal Studies (Home Department: Jurisprudence & Social Policy) Teaching Effectiveness Award Essay, 2016 Writing rarely improves without feedback. But even the most carefully prepared feedback, if offered a certain way, may remain unheeded. Take, for example, a common course structure: students endeavor to produce a long, meticulously Continue Reading >>
by Eric Armstrong, Integrative Biology Teaching Effectiveness Award Essay, 2016 In addition to providing the educational scaffolding necessary for life-long learning, we as instructors face an equally important challenge in preparing interested students for professional careers in our fields. In biology, the ability to analyze and visualize data is a Continue Reading >>
Be clear about what “review” and “revise” mean, and give your students in-class practice with essay drafts.
GSIs sometimes see student papers that are dense with linguistic errors or lack basic rhetorical structures. Here are some effective ways to address the problems while also protecting your time.