|
Improving Daily Writing Assignments, Encouraging Study Groups, and Clarifying the Structure of Daily Class Discussions — Shawn Tucker, Elon University (2017) |
Tucker |
Humanities |
active learning, course design, interdisciplinary course, student engagement, writing |
|
Engaging the Whole Musical Self Through Expert Music Analysis Processes — Robin Attas, Elon University (2017) |
Attas |
Music Theory |
analytical writing, course design, critical thinking, live performance assessment, research skills |
|
Developing a Community of Scholars and Teaching Modules for Water Resource Courses—Mary Hill, Josh Roundy, Laura Folgia, Grey Nearing, Randy Stotler, Andrea Brookfield, Geoff Bohling, and Erick Van Vleck (2018) |
Hill |
Geology |
course design, graduate students, poster, small course sections, technology |
|
Functional Functions: Transfer of Math Proficiency in Physics and Chemistry—Jennifer Delgado, Elizabeth Grotemeyer, Sarah Rush, Drew Vartia, and Chris Fischer (2018) |
Delgado |
Physics |
Blackboard, course design, poster |
|
Teaching Students to Visually Represent Basic Principles for Deeper Understanding and Practical Application—Shannon Criss (2014) |
Criss |
Architecture |
collaboration, course design, flipped classes, group presentations |
|
Cultivating Engagement and Collaboration in IT 430: Human-Computer Interaction—Annette Tetmeyer |
Tetmeyer |
Electrical Engineering & Computer Science |
active learning, collaboration, course design, diversity, hands-on learning, poster, student engagement |
|
Developing Practical Skills through Applied Learning in a Graduate Psychology Course—Kelsie Forbush (2015) |
Forbush |
Psychology |
collaboration, course design, course goals, hands-on learning, poster, problem-based learning, student feedback |
|
Modifying Assessment and Fine-Tuning Expectations in an Online Version of Introduction to Greek and Roman Mythology—Emma Scioli (2014) |
Scioli |
Classics |
Blackboard, course design, online courses, technology |
|
Designing Civil Engineering 240 – Geomatics—Alexandra Kondyli (2015) |
Kondyli |
Civil, Environmental & Architectural Engineering |
active learning, assessment design, course design, course goals, poster, undergraduate students, use of class time |
|
Course Redesign to Promote Student Responsibility for Learning & Applied Learning—Emily E. Scott & Agnes Walsh |
Scott |
Medicinal Chemistry |
course design, lectures, poster, student engagement, technology, undergraduate students, use of class time |
|
Making Learning More Efficient With a Hybrid Course—Doug Ward (2012) |
Ward |
Journalism |
active learning, Blackboard, course design, hybrid course, online discussions, technology, undergraduate students, use of class time |
|
Using Blogging to Promote Student Engagement in a First-Year Seminar—Robert C. Schwaller (2013) |
Schwaller |
History |
Blackboard, blogs, course design, discussions, films, first-year students, homework, student engagement, undergraduate students |
|
Inspiring “Real-World” Knowledge in Principles of Nutrition and Health—Ashley Herda (2014) |
Herda |
Health, Sport & Exercise Sciences |
active learning, class time, course design, course goals, discussions, group presentations, group work, small course sections, student engagement, undergraduate students |
|
Improving Integration of Capstone Literature in Socio-Cultural Dimensions of Sport—Jordan Bass (2014) |
Bass |
Health, Sport & Exercise Sciences |
course design, discussions, graduate students, reading assignments, scaffolding, student engagement, writing assessments |
|
From Neurons to the Brain: Redesigning a Neuroscience Course to Enhance Student Learning and Engagement—Evangelia G. Chrysikou (2013) |
Chrysikou |
Psychology |
assignment design, blogs, course design, large course sections, online quizzes, rubrics, seminar, undergraduate students |
|
Social Media as a Vehicle for Connecting Theory and Practice—Hyunjin Seo (2013) |
Seo |
Journalism |
assignment design, blogs, course design, group presentations, group work, reflective writing, scaffolding, technology, writing assignments |
|
Site in Architecture: Transforming a Lecture Course—Genevieve Baudoin (2012) |
Baudoin |
Architecture |
assessment, assignment design, course design, grading criteria, large course sections, lectures, rubrics, undergraduate students |
|
Invigorating Class Discussion Using Multiple Engagements with the Past and Present—Kim Warren (2008) |
Warren |
History |
active learning, Blackboard, course design, discussions, group work, student engagement, student presentations, technology, use of class time |
|
Using Evidence-Based Principles in Clinical Practice—Holly Storkel (2005) |
Storkel |
Speech-Language-Hearing |
assignment design, course design, critical thinking, graduate students, student presentations |
|
Facilitating Participation and Relevancy in a Content Literacy Course—Donita Massengill Shaw (2006) |
Massengill Shaw |
Curriculum & Teaching |
assignment design, course design, rubrics, student engagement |
|
Using Peer Reviews to Improve Writing in Research Methods—Nancy Brady (2012-2013) |
Brady |
Speech-Language-Hearing |
assignment design, course design, peer review, rubrics, student engagement, writing assignments |
|
Re-envisioning Teaching Graduate Seminars—Anton Rosenthal (2005) |
Rosenthal |
History |
course design, graduate students, small course sections, writing, writing assignments |
|
Improving Students’ Understanding and Appreciation of Spanish Culture—Margot Versteeg (2006) |
Versteeg |
Spanish & Portuguese |
course design, discussions, rubrics, student presentations, use of class time, writing assignments |
|
Shaping Graduate Students’ Methodologies and Professional Values through Dialogue, Writing, and Group Projects—Chad Kraus (2011) |
Kraus |
Architecture |
assignment design, course design, critical thinking, graduate students, group work, peer review, rubrics, scaffolding, student engagement, undergraduate students |
|
Developing Students’ Diagnostic Abilities in a Hearing Disorders Course—Tiffany Johnson (2008) |
Johnson |
Speech-Language-Hearing |
assignment design, course design, graduate students, problem-based learning, rubrics |
|
Transforming a Traditional Lecture-based Course to Online and Hybrid Models of Learning—Susan Marshall, Psychology and the Dole Human Development Center (2012) |
Marshall |
Psychology |
course design, hybrid course, large course sections, online courses, student engagement, use of class time, writing assignments |
|
The Evolution of a Term Project: Iterative Course Redesign to Enhance Student Learning—Andrea Greenhoot (2010) |
Greenhoot |
Psychology |
assignment design, course design, large course sections, rubrics, scaffolding, writing assignments |
|
Helping Students Think Like an Academic Scholar of Religious Studies—Serguei Dolgopolskii (2008) |
Dolgopolskii |
Religious Studies |
assignment design, cognitive apprenticeship, course design, multi-course assessment, student engagement |
|
Writing as a Primary Means for Learning—Ruth Ann Atchley (2004) |
Atchley |
Psychology |
active learning, course design, graduate students, peer review, student engagement, undergraduate students, writing assignments |
|
Moving Toward Expertise: Helping Students Become Effective Site Planners—Bonnie Johnson (2008) |
Johnson |
Urban Planning |
assignment design, course design, graduate students, rubrics |
|
Teaching as Provocation: Using Backward Design and Blogging to Engage Students in Discovery and Reflection—Leslie Bennett (2009) |
Bennett |
Theatre |
assignment design, Blackboard, blogs, course design, reflective writing, small course sections, student engagement, technology |
