A Whole New World, A New Fantastic Point of View
Ron Berk, The Johns Hopkins University
This essay describes and considers an approach to classroom teaching evaluation that relies on multiple sources of evidence based on multiple ratings. This approach provides more complete evidence than any single source for formative and summative decisions.
“How Did I Spend Two Hours Grading This Paper?!”: Responding to Student Writing Without Losing Your Life
Eric LeMay, Harvard University
Faculty can lose hours trying to decipher the ideas in their students’ writing. This essay uses research on expert and novice learners to understand this problem and offer a solution.
Orienting Students to an “Inside-Out Course”: Establishing a Classroom Culture of Interactive, Cooperative, Learning
Karlene Ferrante, University of Wisconsin – Stevens Point
Research suggests that millennial college students respond well to opportunities for active learning. To meet this need, the “inside-out course” incorporates an array of structures that provide support and guidance for students to teach themselves and other students. Isn’t it ironic that so many of the same students who crave interactive learning experiences should also be suspicious of professors’ attempts to incorporate such activities into college courses? As the “inside out course” has evolved, I have developed strategies to persuade the students to utilize this approach and to prepare them for the high level tasks they will be asked to complete.
Non-science for Majors: Reforming Courses, Programs, and Pedagogy
Jennifer Frederick, Yale University
This paper proposes that science departments modify courses, programs, and pedagogies to promote broader social, cultural, religious, and ethical awareness, thereby fostering deeper understanding of science’s power and limitations.
It Takes Discipline: Learning in a World Without Boundaries
Stephen Healey, University of Bridgeport
Internet boundlessness is the major teaching and learning polis of the twenty-first century. This essay explores how a key task is to rethink the meaning of discipline within this virtually unbounded terrain.
Anatomy of a Scientific Explanation
Cassandra Volpe Horii, Harvard University
What makes an effective scientific explanation? Why do scientists leave out key components when teaching? An “anatomy” of good scientific explanations can enhance student learning of concepts, theories, and problems.
Making Sure That Peer Review of Teaching Works for You
Nancy Chism, Indiana University
Stressing the importance of being proactive, this essay outlines suggested practices for ensuring that peer review of teaching provides helpful information for growth as well as fair summative reviews.
Teaching Scientific Report Writing Using Rubrics
PJ Bennett, University of Colorado – Boulder
This essay explores how understanding the learning goals associated with a scientific report helps students learn how to write them. Disseminating these learning goals to students is accomplished with a rubric.