Fostering Intrinsic Motivation In Introductory Classes
Fostering students’ motivation to learn is complicated in intro classes with a highly heterogeneous demographic. Learn ways to foster your student’s intrinsic motivation.
(Contributed by Federica Bocchi.)
Using Self-Explanation in an Introductory Biology Lab
Explores how to implement self-explanation to enable students to apply theories they have learned in lecture to the living biological world.
(Contributed by Maria Valadez Ingersoll.)
Self Explanation Exercise in Philosophy
An example of a self-explanation exercise used in a philosophy course shows how self-explanation is a useful pedagogical technique.
(Contributed by Federica Bocchi.)
Introduction to Self-Explanation
Learn how educators can encourage contextualized learning over memorization of steps with the process of self-explanation.
(Contributed by Maria Valadez Ingersoll.)
Recap: Graduate Student Workshop on Metacognition
Christina Michaud and Melanie Smith explained how simple metacognitive exercises can benefit both students and instructors without generating more grading.
Graduate Student Workshop: Using Metacognition in the Classroom to Increase Student Community and Learning
Explore strategies for prompting students to reflect on their learning, address their fears of failure, and assess themselves and their peers.
Reimagining the Grading Paradigm
In Spring 2022, the Center for Teaching & Learning created several events and programming that focused on questions about grading. This programming was inspired by, and in partnership with, colleagues from the College of General Studies, Kilachand Honors College, and the College of Arts Writing Program. Why grading? We chose this focus because of the many […]
Including Diverse Role Models in STEM Curricula
Including Diverse Role Models in STEM Curricula Contributed by Bryanne McDonough In most areas of the STEM workforce, racial minorities, people with disabilities, and women are still underrepresented [1,2]. As college educators, we have a critical role to play in retaining and encouraging underrepresented students in STEM. One way to accomplish this is by creating […]
Mid Semester Feedback
Contributed by Jean Otsuki The middle of the semester is a valuable time to check in with students – to solicit their feedback about how the course is going, and to reset and refocus for the remainder of the term. Why collect feedback? While instructors typically receive feedback about their teaching in the form of course […]
Clarity of Assignment Prompts: Considering Multimodality
Contributed by Pary Fassihi (1 minute read) A clear assignment prompt will give students all the information they need to complete the assignment. Not only does this set the students up for success, but it also saves time and reduces any confusion they may experience. There are some common reasons students may find themselves confused […]