Category: Evidence-Based Strategies

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Applying Cognitive Science in the Classroom

March 13, 2017 | Gillian Parrish

Evidence-Based Strategies / Pinned

Applying insights from cognitive-science research is one of the core things we do at The Teaching Center, including through workshops for faculty, post-docs, and graduate students. Faculty Focus recently explored this topic in a trio of posts by Maryellen Weimer, PhD. (Links to each article below are arranged in order of publication date.) Weimer provides insight into […]

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Julie Stanton talk on metacognition

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Julie Stanton Talk on Metacognition

December 7, 2016 | Gillian Parrish

Evidence-Based Strategies / Pinned

The Innovations in Undergraduate Education Speaker Series continued with a recent talk on November 14, “Metacognition: How Undergraduates Self-Regulate to Learn Biology”—by Julie Stanton, PhD, (Assistant Professor of Cellular Biology, University of Georgia). Stanton began by defining metacognition as “awareness and control of thinking for the purpose of learning,” noting research suggesting that active-learning pedagogies […]

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Evidence Assertion Slide Example from Michael Alley's Craft of Scientific Presentations website

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In PowerPoint, It’s the Headline that Makes the Difference

June 16, 2016 | Shawn Nordell

Evidence-Based Strategies / Research on Teaching and Learning

PowerPoint and teaching – love it or hate it – is a prevalent combination in our classrooms. We all have seen the default slide format: a short, topical title with a bullet list of text and/or a figure underneath. But is this the best format for your students learning? That is the question that the […]

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Lessons on Flipping the Classroom

May 9, 2016 | Bryn Lutes

Evidence-Based Strategies

The Chronicle of Higher Education has published a collection of articles, “Guide to the Flipped Classroom” that offers some lessons learned by faculty. The “flipped” classroom has existed for decades. The simplest explanation of a flipped classroom is that the students do classwork at home and homework in class. For instance, students may watch a lecture […]

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STEM FIT logo

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STEM Faculty Institute on Teaching: Applications Still Being Accepted

April 8, 2016 | Teaching Center Staff

Announcements / Evidence-Based Strategies

The 2016 STEM Faculty Institute on Teaching will take place June 14-16 on the Danforth Campus. The institute is open to full-time faculty in STEM (Science, Technology, Engineering, and Mathematics). The application deadline is Friday, March 28, 2016. Applicants will be informed of the status of their application by Friday, April 1, 2016. We hope to achieve […]

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IDEA FIT cropped logo

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Applications Open for Summer Institute on Inclusive Teaching

March 7, 2016 | Teaching Center Staff

Announcements / Evidence-Based Strategies

The Teaching Center invites applications for the inaugural Inclusion and Diversity to Engage All: Faculty Institute on Teaching (IDEA FIT), which will take place May 25-26 on the Danforth Campus.The institute is open to full-time faculty from all schools at Washington University.

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PLTL students solving problems together

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Discourse Study on PLTL Published

March 1, 2016 | Shawn Nordell

Evidence-Based Strategies / Research on Teaching and Learning / STEM Education

Do you ever wonder what your students are talking about during group work? We know that collaborative learning contexts lead to better learning outcomes, but the mechanism behind how this works is not clearly understood. A newly published study by Michelle Repice and Gina Frey, from The Teaching Center, and their colleagues, analyzes how chemistry […]

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students collaborating

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Instructors Set the Tone for Peer-to-Peer Discussions

February 23, 2016 | Gillian Parrish

Evidence-Based Strategies

Do your students’ approaches to small-group activities and discussions sound more perfunctory than passionate? Midway through the semester are you wondering how to raise the level of peer-to-peer conversation in your classes? In a recent Teaching Professor post, Maryellen Weimer draws from two studies on student engagement in physics classrooms to offer insights on how to improve peer-to-peer activities […]

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