by Mai-Lin Cheng, English By juxtaposing classic literature with contemporary literature, film, and television, I hoped to help students connect with the literature in specific, personal ways that would help them become rigorous readers. Rigorous readers, in turn, develop into strong writers.
by Susan Schwab, Molecular and Cell Biology The professor asked me to give a section about the complement pathway (for killing bacteria)...to my horror, I found that the textbook had 20 pages of "C4bC2b cleaves C3, and then..." So I divided the section into three parts based on a play, each of was designed to reach different students and add another layer to the discussion.
by Heather McCarty, History The journals allowed me monitor each student's progress with the readings. I was able to track which students completed the readings, but more importantly, whether or not students understood the material. I enjoyed commenting on the journals and found that they provided me with yet one more avenue in which to individually engage with students.
by Alexandra Minnis and Jennifer Bensadoun, Epidemiology With large sections and students who represent backgrounds as distinct as laboratory-based infectious disease, public policy, and social and behavioral health, engaging students in exploring the epidemiological methods and in stimulating discussions of course material proved to be a challenge.
by Paul Dosh, Political Science Encouraging diverse forms of participation began on the first day of class with the tone that I set and the grading system I presented...[and] required persistent and explicit efforts throughout the semester.