by Mercedes Taylor, Chemistry Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2016 Related Teaching Effectiveness Award Essay: Overcoming Emotional Reactions to Chemical Reactions Flanked by classmates busily shaking test tubes and recording notes, a student stares motionlessly at her own test tube, slumped in despair. Continue Reading >>
by Mercedes Taylor, Chemistry Teaching Effectiveness Award Essay, 2016 The student pulled her test tube out of the ice bucket for the tenth time, then slumped in despair at the sight of the clear liquid. She shoved the sample back into the ice and put her head in her hands. Continue Reading >>
by Christiane Stachl, Chemistry Teaching Effectiveness Award Essay, 2016 I was a graduate student instructor for Chemistry 4A in fall 2015, and I have to say that the general chemistry courses at Berkeley are anything but a joke. For example, Chem 4A is intended for chemistry majors with a strong Continue Reading >>
by Johann Koehler, Legal Studies (Home Department: Jurisprudence & Social Policy) Teaching Effectiveness Award Essay, 2016 Writing rarely improves without feedback. But even the most carefully prepared feedback, if offered a certain way, may remain unheeded. Take, for example, a common course structure: students endeavor to produce a long, meticulously Continue Reading >>
by Rong “Rocky” Ye, Chemistry Recipient of the Teagle Foundation Award for Excellence in Enhancing Student Learning, 2015 Related Teaching Effectiveness Award essay: Achieving Higher Efficiency in Chemistry Labs Using Electronic Scheduling Students often struggled to finish labs on time. So much attention to lab steps detracted them from learning Continue Reading >>