by Carl Olsen, Scandinavian Students often have trouble understanding why we can't just “take the text as it is." My...response has been to suggest that we consider our mission to be not just the reading of texts, but the exploration of a foreign culture by way of those texts: we are sleuths who have been given a collection of cultural artifacts.
by Monica Gehlawat, English This activity is all about perspective. By creating a new way for the students to look at their writing, I was able to empower them to see how to change it. Tackling the sentences on the board all together with a clear set of drills transformed the debilitating immediacy of one's writing into a liberating problem-solving experience.
by Sonya Lebsack, Legal Studies I have discovered, to my surprise, in the past few years, that most of my students—including those doing otherwise excellent work — struggle to read a chapter or article and state (in a paragraph or in person) what the author's “project” is and what the stakes of that project are...As a result, I focus my efforts on teaching this underserved area of focus.
by Jelani Mahiri, Anthropology The production of “field notes,” descriptive writings about one's field research, is an ambiguous enterprise for most students, yet an important part of anthropological methodology. Thus a key issue for professors and GSIs is: How do we build on students' previous writing experiences, but move them beyond the notion of field notes as a personal journal, for example, to conceptualizing field notes as concrete description of events, interactions, people, and places within their research setting?
by Nichole Sterling, Scandinavian Ultimately, I have found that creative projects can have place in composition courses. Creative projects can help students to understand what they read, and a greater understanding of what students read can only lead to better papers and better discussion in class.
by Timothy Randazzo, Ethnic Studies Last summer I made the decision to alter my approach to teaching radically, and the result was the highest level of analytical thinking and enthusiasm among my students that I have ever seen in my six years of teaching...I decided upon three principles to guide my formulation of class activities and assignments: 1) there will be no lectures, 2) there will be no exams, and 3) whenever possible, student work will be reintegrated into the class, rather than being just “for the instructor.”
by Christopher Rider, Business Administration By providing detailed, constructive feedback specific to each student’s essay, my students developed a stronger idea of what was expected. By posing open-ended questions in the feedback emails, I engaged many motivated students to participate in an ongoing email exchange and stimulated many students’ interest in pursuing their topics further.
by Karen McNeill, History That semester students completed the best batch of research papers I have ever received. I cannot say that the quality of student writing improved dramatically, but the quality of the research and analysis did.
by Elzbieta Benson, Sociology Well-prepared and active students make successful discussion sections. However, not all students read and not all of them participate. As a Graduate Student Instructor, I strive to encourage all students to read their assignments and engage in class discussions.
by Mayumi Takada, English I noted a startling discrepancy between the intelligent insights students provided in class and in office hours and the poor critical papers they wrote...In the language of high school math, they simply wrote out answers without showing their work. They were incapable of doing a close reading, the building block of literary writing and analysis.