|
Transitioning a Small Seminar Class into a Lecture with Recitation—Milena Stanislavova (2010) |
Stanislavova |
Math |
exams, large course sections, recitation groups, student engagement |
|
The Hybrid Course Experience—Susan M. Stagg-Williams (2012) |
Stagg-Williams |
Chemical & Petroleum Engineering |
exams, hybrid course, labs, large course sections, online courses, technology, use of class time |
|
Promoting Critical Thinking and Analysis in a Graduate-Level Course—Meagan Patterson (2012) |
Patterson |
Educational Psychology |
critical thinking, exams, graduate students, peer review, reading assignments, rubrics, scaffolding, student engagement, writing assignments |
|
Integrating Ethics into a Chemistry-Based Environmental Science Course—Dan Higgins, KSU (2007) |
Higgins |
Chemistry |
case studies, ethics education, exams, undergraduate students |
|
Improving Comprehension and Application of Communication Research Methods—Jeffrey Hall (2009) |
Hall |
Communication Studies |
assignment design, exams, group work, research methods |
|
Testing for Deep Understanding—Ben Eggleston (2007) |
Eggleston |
Philosophy |
critical thinking, exams, large course sections |
|
Fine-Tuning Undergraduate Learning Outcomes Assessment—Sally J. Cornelison, Amy McNair, & John Pultz (2011) |
Cornelison |
Art History |
Bloom's Taxonomy, curriculum assessments, department analysis, exams, learning outcomes, rubrics |
|
Increasing Student Engagement in a Survey Course on Communicative Disorders—Nancy Brady (2010) |
Brady |
Speech-Language-Hearing |
analytical writing, exams, films, reading assignments, rubrics, student surveys, undergraduate students |
