Tag: Student learning

Professor Diane Bunce, Nov. 8, 2017 Photo by Diana Bell, Washington University Libraries

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Diane Bunce on How Research Can Help Us Understand the “Average Student”

November 16, 2017 | Beth Fisher

Pinned / Research on Teaching and Learning

On November 8, 2017, Diane Bunce, PhD, gave a talk on “Using Research to Change Our Perception of the Average Student” as part of the Innovations in the Undergraduate Education Speaker Series, co-sponsored by CIRCLE, The Teaching Center, the University Libraries, and Arts & Sciences Computing. Seventy-five faculty, staff, and students from Washington University and […]

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“Using Research to Change Our Perception of the Average Student”

November 6, 2017 | Meg Gregory

Announcements

Date: Wednesday, November 8th Time: 4:00 pm Location: McMillan Cafe (please note new location) Diane Bunce, PhD, gave a talk on “Using Research to Change Our Perception of the Average Student” as part of the Innovations in the Undergraduate Education Speaker Series, co-sponsored by CIRCLE, The Teaching Center, the University Libraries, and Arts & Sciences Computing. […]

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Small Changes in Teaching: The First 5 Minutes of Class

October 26, 2017 | Julia Johnson

Improving Teaching and Learning / Pinned

In the article “Small Changes in Teaching: The First 5 Minutes of Class” from the Chronicle of Higher Education, James M. Lang provides four strategies for immediately engaging students in your course material. These four strategies—opening with a question, asking students what they learned during the previous class, revisiting prior knowledge and low-stakes writing assignments—can be […]

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The Many Meanings of Silence in the Classroom

March 6, 2017 | Gillian Parrish

Inclusive Teaching & Learning / Pinned

In our extroverted culture, it can helpful for us to remember that our students’ silence in the classroom means different things at different times. In “Silence in Teaching and Learning: Perspectives of a Nepalese Graduate Student,” Krishna Bista, Professor of Education, University of Louisiana, provides insight on “patterns of silence” in the classroom. Informed by […]

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Considering Corrective Feedback

February 7, 2017 | Gillian Parrish

Improving Teaching and Learning / Pinned

As we enter these weeks before midterm, we might consider how we can focus our feedback to deepen student learning. In this Journal of College Science Teaching article, “It’s Not Wrong to Tell Students When They’re Wrong,” authors Robert Ehrlich and Stanley Zoltek consider the value of corrective feedback in student learning. The authors note that […]

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STEM FIT 2016 Participants

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Call for Proposals on Teaching in STEM

January 27, 2017 | Gillian Parrish

Announcements

We are now accepting proposals and registrations for the inaugural STEM Faculty Institute on Teaching Symposium, which will take place on Wednesday, June 14, 2017 from 9:00 am – 4:30 pm at Washington University. At this regional symposium, STEM faculty will discuss their recent innovations and best practices in integrating evidence-based teaching in STEM. Please click here to register […]

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Learning About Confucian Heritage Learners

January 25, 2017 | Gillian Parrish

Inclusive Teaching & Learning / Pinned

Teaching inclusively entails learning about how our students learn. In this article from New Directions for Teaching and Learning, “Learning the Confucian Way,” author Tieyuan Guo provides insight into learning approaches among students from the “Confucian heritage cultures” (CHC) of East Asia and Southeast Asia. The author provides an overview of learning motivations among CHC learners and […]

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Transparency in Assignments

January 11, 2017 | Gillian Parrish

Inclusive Teaching & Learning / Pinned

Transparency in teaching is currently a topic of conversation in higher ed, as this learner-centered approach increases student engagement, confidence, and success. This Chronicle article, “The Unwritten Rules of College,” provides history on the idea and practice of helping students learn how to learn by making the 1) task, 2) purpose, and 3) the criteria of assignments explicit. For more […]

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Trying Out Your Own Assignments

January 5, 2017 | Gillian Parrish

Improving Teaching and Learning / Pinned

As you look towards the new year and refine your syllabi and course assignments for the coming semester, you might consider  “Doing Your Own Assignments First” from time to time, as suggested in a recent post in The Chronicle of Higher Education’s blog “Pedagogy Unbound.” Benefits of this practice range from identifying teachable moments in problem solving and in the development […]

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Crafting a Compelling Syllabus

December 12, 2016 | Gillian Parrish

Course Design / Pinned

A well-crafted syllabus is a lot more than an outline of the course—it can be a chance to spark students’ interest in the course material and sense of ownership of their learning. In this article in New Directions for Teaching and Learning, “The Syllabus: A Place to Engage Students’ Egos,” Mark Canada provides tips for syllabus […]

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