Tag: Student learning

STEM FIT 2016 Participants

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Call for Proposals on Teaching in STEM

January 27, 2017 | Gillian Parrish

Announcements / Pinned

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) purpose, 2) process and 3) evaluation 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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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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Efficient & Engaging: Video Feedback

November 23, 2016 | Gillian Parrish

Pinned / Teaching with Writing

As finals draw near, you may be lining up your carrots and sticks for your big grading weekend. Video feedback can be a more time-efficient approach than written feedback, as well as a livelier medium that engages students in their learning. This Scholarly Teacher post, “No More Grading in Your Pajamas: Using Video to Provide Feedback on Assignments” […]

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Capturing Students’ Perspectives on Learning

November 15, 2016 | Gillian Parrish

Improving Teaching and Learning / Pinned

This brief Chronicle of Higher Education article, “20 Things Students Say Help Them Learn,” provides students’ perspectives on what best supports their learning. While this conversation that captures students’s views on learning is of course useful at the start of the term, it can also be a helpful activity midway through your course to refocus and reenergize students in their learning […]

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Insights from Neuroscience That Can Inform Classroom Practices

October 26, 2016 | Gillian Parrish

Pinned / Resources for Teaching

In this article, “Implications of Affective and Social Neuroscience for Education Theory,” Mary Helen Immordino-Yang reports on recent findings in neuroscience that suggest the need for whole-person pedagogies that account for the emotional and social dimensions of thinking and learning. This new perspective from science can help inform our course development as we design interactive lectures and homework assignments, as well discussion and […]

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November Events on Integrating Metacognition

October 12, 2016 | Gillian Parrish

Announcements

The Innovations in Undergraduate Education Speaker Series continues with an upcoming talk by Julie Stanton, PhD, (Assistant Professor of Cellular Biology; Director, Research Experience for Undergraduates, Undergraduate Biology Education Research, University of Georgia). “Metacognition: How Undergraduates Self-Regulate to Learn Biology” November 14, 2016,  4:00-5:00 pm Rebstock Hall, Room 322 Students who practice metacognition can learn more and perform better […]

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