by Mathew Wedel, Integrative Biology
The most serious problem I encountered was the tendency of students to skip the lectures. Many students assumed that that they could get all the information they needed in lab or discussion sections, or by reading the textbook on their own time… I needed a way to encourage students to attend lecture, something that did not rely on the nebulous threat of poor performance on future exams.
by Huma Dar, South and South East Asian Studies
Their final test entailed writing a detailed account in Urdu of the experiences of their families during the Partition. What I read made me re-read each essay and weep afresh at the depth of reflection, pathos, and the stubborn optimism in spite of it all, all in excellent Urdu!
by Bryan Zeitler, Molecular and Cell Biology
One thing I find particularly frustrating is achieving a meaningful class dialogue after student presentations. Despite repeated calls for questions or comments from the class, it is not unusual for me to be the only one speaking after a student talk…[so] I implemented a written and oral peer review process that encouraged students to actively participate during and after student presentations.
Key learning principles from talks given by Jean Lave (Geography) and Rosemary Joyce (Anthropology).
by Kathryn Pearson, Political Science
It became clear that students were not absorbing the readings or lectures outlining the process nor my repeated explanations of the differences between a budget resolution, an authorization bill, and an appropriations bill. The congressional budget process presented a greater challenge than did any other topic covered in the U.S. Congress class.
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.