Category: Pinned

Chronicle of Higher Education

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Encouraging Completion of Assigned Reading

May 9, 2019 | Emily Wasserman

Improving Teaching and Learning /

Almost all faculty, or 97 percent, think it’s “important” or “very important” for students to come to class having completed their assigned reading, but only three percent think students actually do their reading, according to results from the 2018 Faculty Survey of Student Engagement. The professors’ suspicions are not unfounded, as many studies demonstrate a drop […]

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Educator’s Guide to Accommodating Students During Ramadan

May 6, 2019 | Emily Wasserman

Announcements /

Ramadan began the evening of Sunday, May 5, 2019, and will end the evening of Tuesday, June 4. There are many ways that faculty and staff can accommodate Muslim students during the holiday. Check out this guide from the Missouri Chapter of the Council on American-Islamic Relations for more information.

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7th Annual Teaching Center Graduate Student and Postdoc Recognition Reception

May 3, 2019 | Emily Wasserman

Announcements / Uncategorized

The Teaching Center hosted its 7th Annual Graduate Student and Postdoc Recognition Reception on May 2, 2019 in the Women’s Building Formal Lounge. The event honored more than 70 graduate students and postdocs from Washington University in St. Louis and Washington University School of Medicine who participated in the Teaching Center’s professional development programs in […]

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Teaching Opportunity for DBBS Students and Postdocs

May 1, 2019 | Emily Wasserman

Announcements /

The Department of Biochemistry and Molecular Biophysics at Washington University in St. Louis is looking for motivated senior graduate students or postdocs interested in gaining teaching experience to serve as Discussion Leaders in a course, Nucleic Acids and Protein Biosynthesis. The course is broken up into four general topics including: 1.) DNA structure and protein-DNA […]

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Ten Tips for Learner-Centered Teaching

May 1, 2019 | Emily Wasserman

Improving Teaching and Learning /

Ten activities can build student engagement and get them more actively involved in learning, writes Maryellen Weimer, Ph.D., professor emerita of teaching and learning at Penn State Berks, in a recent Faculty Focus story. In the article, Weimer outlines activities that fall into three major categories: “Creating the Climate for Learning,” “Let the Students Summarize,” […]

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How to Overcome Student Apathy in the Classroom

April 25, 2019 | Emily Wasserman

Improving Teaching and Learning /

Student apathy is common in classrooms but instructors can take a critical step to overcome it, writes Major Wolfgang S. Weber, assistant professor of Law at the US Air Force Academy, in a recent Faculty Focus story. In the article, Weber talks about incorporating a “motivation step” into the beginning of class sessions to show students […]

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A ‘Cheat Sheet’ for Active Learning

April 24, 2019 | Emily Wasserman

Improving Teaching and Learning / Integrating Active Learning /

The Center for Teaching at Vanderbilt University recently released a helpful guide to active learning. The document lists 10 steps that instructors can follow to implement active learning in their classroom including: Creating a safe and open environment; setting a goal for the activity; choosing the right exercise; identifying preparation for the exercise; considering links […]

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Chronicle of Higher Education

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Grappling with the ‘Extra-Credit Question’

April 22, 2019 | Emily Wasserman

Improving Teaching and Learning /

The end of the semester brings many questions from students, including, “Is there any extra credit I can do to help my final grade?” write Dana S. Dunn, professor and chair of psychology at Moravian College, and Jane S. Halonen, professor of psychology and former dean of arts and sciences at the University of West Florida, […]

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Helpful Hints to Improve Student Study Habits

April 18, 2019 | Emily Wasserman

Improving Teaching and Learning /

Studying, even among students in higher education, can remain an elusive skill. Part of the reason is because some students never learned properly how to study, according to a recent Washington Post article. The story includes interviews with education professionals such as Henry Roediger III, professor of psychology and brain science at Washington University in St. […]

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