by Michael Song, Integrative Biology Teaching Effectiveness Award Essay, 2021 The coronavirus pandemic and the ensuing changes to campus life have posed severe challenges for undergraduate instructors. Adapting to remote instruction was especially difficult for classes traditionally taught using in-person laboratories, which focus on the hands-on investigation of objects of Continue Reading >>
by Panagiotis Zarkos, Electrical Engineering and Computer Sciences Teaching Effectiveness Award Essay, 2021 There is a palpable excitement in the Electrical Engineering and Computer Sciences 16A classroom as undergraduate freshmen set out to begin their journey in electrical engineering with a rather demanding course that introduces them to modern information Continue Reading >>
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 >>
by Varsha Desai, Chemistry Teaching Effectiveness Award Essay, 2018 Experiments in chemistry laboratories often have complex protocols where students perform several steps sequentially to obtain a “correct” product. Seemingly small mistakes can result in a domino effect that leads to inconclusive end results. For example, students forget to “mix” a Continue Reading >>
by Riva Bruenn, Plant and Microbial Biology Teaching Effectiveness Award Essay, 2016 Plant morphology is a well-organized catalog of vegetative form. Every week students have dozens of plants to illustrate, interpret, and describe in lab, and even more material to cover and review in discussion. In order to finish the Continue Reading >>
by Julie Wesp, Anthropology Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2014 Related Teaching Effectiveness Award essay: The Hip Bone is Connected to the Thigh Bone: Fostering Higher-Order Learning by Not Answering Students’ Questions In a laboratory-based section of the introductory Skeletal Biology class, students Continue Reading >>
Elaine Yau, History of Art
I have often noted that students who have never had an art history course can be overwhelmed by a commonplace assumption that artistic “masterpieces” are self-evidently great. This point of departure usually results in hackneyed discussions about beauty, perfection, or “pinnacles of civilization.” I wanted my first writing assignment to provide a structured, accessible process for formal analysis that would equip students with a vocabulary from which to build their own interpretations confidently — to treat paintings as primary sources from a moment in history.
by Julie Wesp, Anthropology
I wanted to create an environment that would stimulate higher-order learning and instill a deeper understanding and organization of the information. Answering the kind of questions the students were asking did not help them to piece together the parts into a whole; it only insinuated that repetitive memorization was the key to success. In an effort to break this cycle, during the next section I simply stopped answering them.
by Genevieve Painter, Legal Studies (home department Jurisprudence and Social Policy)
Sorting through masses of research is a key learning objective of the reading and composition seminar. Students reported feeling overwhelmed as they confronted a wealth of sources and ideas in preparing their final papers. What is one way that participatory social movements deal with analyzing an excess of information? Card clustering!
by Ryan Turner, Astronomy (Home Department: Earth and Planetary Science)
Not everything we learn in school is easily quantified, and the goal of the C12 star party did not include specific learning objectives. The effectiveness of the project was measured in oohs and aahs as students took their first look through the eyepiece.