by Jesse Cordes Selbin, English
I believe that education functions best when students are not merely passive recipients, but collaborative creators, of knowledge. To that end, I designed an ongoing assignment wherein students used online software to contribute to a collective historical timeline of the nineteenth century…The function of the timeline was primarily informational: it was intended to give a deeper understanding of a historical era. But its crucial secondary function was to ask students to reconceptualize their own role as creators and perpetrators of historical narrative.
by Jesse Cordes Selbin, English
by Thunwa Theerakarn, Mathematics
For many concepts in this subject, having geometric intuition is very helpful for a better understanding. However, many students struggle to visualize these concepts because they cannot actually “see” them…To help students develop geometric thinking, I used Mathematica to create interactive applets that can display multiple three-dimensional graphics at the same time and can overlay extra information on those graphics.
by Raphaëlle Rabanes, Anthropology
My intention throughout the class was to lift each of their cultural assumptions … and to reveal how anthropology as an analytic tool could help reveal the social construction of what we take for granted …
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.
by Peyam Tabrizian, Mathematics
in the spirit of my Math 54 experience as a student and as a GSI, I decided to reorganize things. Instead of teaching the course in two separate chunks, I mixed the topics up in a way that I would first teach a linear algebra concept, and then immediately apply it to differential equations.
by Wendy Xin, English
How, I wondered, might one instill an understanding of composition useful to engineering, political science, history, biology, literature, and math majors alike, when the nature of assigned readings across disciplines varied so widely? And how would the class find pleasure in engaging metacritically with the concept of narrative at 8 a.m., a time when most of us aren’t even used to experiencing narrative?
by Amy Wolfson, African American Studies
One of the most poignant challenges I faced while teaching…was grappling with the preconceived notions and biases about Africa that students bring to the classroom. Romanticized and exoticized as wild, uncivilized, and mystical, Africa is often portrayed in the media as a homogenous space full of wild animals, warring tribes, and dictators…For most of [my students], Africa had modern problems, but no modern cultures.
by William Coleman, History of Art
It was my hope that paintings that have meant so much to me could be made to speak anew…[that] canvases laden with allegorical references would become legible again, equipping our group of newcomers with crucial analytical skills for the course…Despite best laid plans, it became apparent early in the semester that many students found these complex paintings…utterly incomprehensible.
by Kevin Krasnow, Environmental Science, Policy, and Management
I decided to leverage my own research to devise an inquiry-based experience for students to explore the history of our own Sierra Nevada forests…This led to a lively discussion…[and the students] were engaged in a way that they never would have been if I had merely told them the history of fire in the Sierras.
by Shawhin Roudbari, Architecture
When students brought their own work to this “theory class” they crossed a threshold…It’s one thing for students to read that postmodernism in architecture was partly a post-Fordist reaction to a modernist ethos. It’s another thing for them to situate their own work in an un-periodized historical context of the present.