by Samuel Nicholas Ramsey, Group in Logic Teaching Effectiveness Award Essay, 2017 In my first year of graduate school, a math professor confessed to me that it was only late in their graduate school career that they learned that most mathematicians spend their time feeling completely confused. This should be Continue Reading >>
by Jeffrey Kaplan, Philosophy Teaching Effectiveness Award Essay, 2017 In my experience, there is one problem that plagues higher education, especially in the humanities and social sciences. It is not a subtle problem. But it prevents progress in virtually every area of the educational and classroom experience. If this one Continue Reading >>
by Caroline Delaire, Civil and Environmental Engineering
I quickly realized that the class generated a lot of anxiety. Students, undergraduate and graduate alike, were surprised and challenged by the quantity of equations and algebra involved in lectures and homeworks. I helped them the best I could with solving problem sets, but at the same time I started to understand that by focusing on algebra and equations students were at risk of missing the point of the class: gaining practical knowledge about water chemistry. They were simply not developing the intuition that would help them address real world environmental issues!
by Nadia Kurd, Molecular and Cell Biology
I was frustrated to find that any time I catered to the more advanced students and presented more challenging topics, the rest of the class struggled to follow along; whereas when I continued to conduct class at a level where most of the students were comfortable, the advanced students again lost interest. In an attempt to remedy this problem, I decided to try to develop “interactive” worksheets for class.
by Marquise McGraw, Economics
I innovated by…creat[ing] an exercise that required students to integrate multiple concepts and skills to solve…This type of activity proved to be much more effective in promoting student learning than the standard “chalk and talk” delivery.
by Jennifer McGuire, Integrative Biology
Despite my efforts, the students continued to struggle with the exam material. It seemed to me that, despite my making the study material available to them, most of the students would not take advantage of it or study in a timely manner unless they had some graded incentive. The next semester when I taught the course, I decided to try to help my students achieve better test results by getting them to study for the exams earlier. To do this, I changed the way in which I quizzed the students.
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.
Key points from talks given by Arthur Shimamura and John Kihlstrom, professors in the Department of Psychology.
by Jennifer Powell, Molecular and Cell Biology
To address my goal of encouraging the students to take the quizzes seriously so they would be useful to everyone as a tool to evaluate their progress in the course, I developed a quiz strategy for my discussion section…Rather than just telling them the [quiz] answers, I asked volunteers to come up to the chalkboard and write their answers for the rest of the class.