by Skyler Wang, Sociology Teaching Effectiveness Award Essay, 2021 In a 2020 midterm evaluation form I sent to my students, I included the question: “What makes writing a course paper challenging for you?” Aside from the usual suspects such as work overload, lack of motivation, procrastination, etc., I noticed a Continue Reading >>
by Clarissa Towle, Materials Science and Engineering Teaching Effectiveness Award Essay, 2019 Challenge: MSE 45L is an intense materials science laboratory course for which I was a GSI in the Fall of 2017. This was the first university-level class that most of my students had taken, as many of them Continue Reading >>
by Lise Gaston, English Teaching Effectiveness Award Essay, 2019 My course “Introduction to the Writing of Verse” had a twofold aim: for students to cultivate a variety of poetic techniques and to develop the art of constructive criticism. While every student had experience writing poetry (they had to submit a Continue Reading >>
by Sonia Travaglini, College of Engineering (Home Department: Mechanical Engineering) Teaching Effectiveness Award Essay, 2018 Working to support the Masters of Engineering capstone projects, my hardest challenge was teaching students to communicate the value and significance of their highly technical work. Students had to learn science writing; how to use Continue Reading >>
by Abigail Stepnitz, Legal Studies (Home Department: Jurisprudence and Social Policy) Teaching Effectiveness Award Essay, 2018 We often ask students, either as part of a discussion or on an exam, to express an opinion on a complicated topic. What we’re hoping they’ll do is develop and defend a position based Continue Reading >>
by Julia Lewandoski, History Teaching Effectiveness Award Essay, 2018 After several semesters as a GSI and Reader for history classes, it has become clear to me that a concise, clear, and specific thesis statement is essential to a successful student paper. Developing a strong thesis statement enables students to frame Continue Reading >>
by Kathleen Cruz Gutierrez, South and Southeast Asian Studies Teaching Effectiveness Award Essay, 2018 The annotated bibliography is an important component of a research-based undergraduate course. But in most of my experience as a student and as a teacher, I found the exercise to complete it empty. Even after providing Continue Reading >>
by Rosalind Diaz, English Teaching Effectiveness Award Essay, 2018 Grading rubrics are an invaluable teaching tool. Ideally, they promote fairness and transparency in assessment, and help students set reasonable goals, develop metacognition, and practice self-assessment. But a rubric can also act as a gatekeeper of knowledge. Vague, abstruse, or circularly Continue Reading >>
by Linda Louie, French Teaching Effectiveness Award Essay, 2017 Revision is one of the most challenging parts of the writing process to teach because it is so specific to each individual student and paper. Furthermore, many students come into writing courses with a preconception of what “revision” entails that is Continue Reading >>
by Rajan Kumar, Materials Science and Engineering Teaching Effectiveness Award Essay, 2016 In Spring 2015, I served as the GSI for Properties of Materials (E45), an introductory materials science and engineering course usually taken by freshmen and sophomore students. My primary responsibility for the course was to lead the lab Continue Reading >>