by Douglas Epps, Social Welfare Teaching Effectiveness Award Essay, 2021 With a global pandemic, an international racial justice movement, and ongoing threats to US democratic institutions, 2020 was a year of many sobering first-time experiences. It also marked my first and second time in the role of acting instructor, teaching Continue Reading >>
by Ella Hiesmayr, Statistics Teaching Effectiveness Award Essay, 2021 One effective way of making content accessible to a wide range of people is to present the material in a variety of formats. It is common to teach mathematical courses by relying mainly on material in text form, but some mathematical 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 Jingxun Chen, Molecular and Cell Biology Teaching Effectiveness Award Essay, 2018 Challenge: Genetics is a difficult subject for many students because of its abstract concepts. In other MCB classes, students often learn biology through descriptive narratives—each step of a cellular process is drawn out, organisms’ morphologies are compared, or Continue Reading >>
by Yi-Chuan Lu, Physics Teaching Effectiveness Award Essay, 2016 Physics is a subject that describes nature by using precise mathematical language. When we teach physics, it is inevitable to prove equations in addition to explaining the physical phenomena, but it is also the time when students get frustrated. For example, 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 >>
GSIs are invited to check out the Academic Innovation Studio (AIS). Managed by Educational Technology Services, the facility offers workstations for screen capture, voice recording, and video editing among other things, as well as comfortable spaces for sharing and collaborating on projects. AIS also houses support for bCourses, and instructional equipment. Learn more about Continue Reading >>
by Chris Herring, Sociology
While most professors have converted to Power Point, sociology professor Michael Burawoy remains wedded to the blackboard and diagrams relentlessly… [A] primary task became figuring out a way to get my students to take these illustrations as the starting point for discussion rather than the end-point.
By Alexandra Courtois de Vicose, History of Art
When confronted with a Monet water landscape last spring and asked, “What do you see?” [my students] rightly answered, “A boat.” “You understand this shape as a boat because, culturally, you know what a boat looks like. Keep in mind, however, this is but an amalgamation of pigment on a two-dimensional surface. So, really, what do you see?”
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.