|
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 |
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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 Digital Technology to Critically Engage the Literary World—Giselle Anatol (2011) |
Anatol |
English |
scaffolding, student engagement, student portfolios, technology, writing assignments |
|
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 |
|
Incorporating Active Learning in an Online Course to Increase Graduate Student Engagement—Hyesun Cho (2012) |
Cho |
Curriculum & Teaching |
assignment design, graduate students, online courses, reflective writing, rubrics, technology, writing assignments |
|
Creating a Virtual Museum of African Art—Gitti Salami (2006) |
Salami |
African & African American Studies |
assignment design, graduate students, group work, rubrics, scaffolding, student engagement, technology, undergraduate students, writing assignments |
|
Building Writing Skills, Critical Thinking and Teamwork through Technology and Revision—Megan E. Williams (2008) |
Williams |
American Studies |
assignment design, Blackboard, discussions, group work, rubrics, technology, wikis, writing assignments |
|
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 |
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Learning to Trust Students: Incorporating Student-Led Discussions into an Anthropology of Gender Class—Akiko Takeyama (2008) |
Takeyama |
Anthropology |
Blackboard, discussions, group presentations, rubrics, service learning, technology, wikis |
|
Enhancing Feedback on Student Learning—Betsy Brand Six (2010) |
Brand Six |
Law School |
classroom response systems, group presentations, large course sections, rubrics, student engagement, technology, writing assignments |
|
Using an On-line Tool to Better Prepare Students for Class—Feirong Yuan (2007) |
Yuan |
Management |
active learning, reading assignments, student engagement, technology, use of class time |
|
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 |
|
Digital Gender Story Project: Teaching Gender in the Digital Age—Ayu Saraswati (2009) |
Saraswati |
Women, Gender and Sexuality Studies |
critical thinking, scaffolding, small course sections, student presentations, technology, writing assignments |
|
Using Collaborative Tools to Deepen Understanding of Research Methods—Mugur Geana (2010) |
Geana |
Journalism |
discussions, graduate students, peer review, research methods, scaffolding, student engagement, technology, wikis |
|
Improving Student Learning through Continuous Assessments in a Statistics Course—Pascal Deboeck (2011) |
Deboeck |
Psychology |
graduate students, labs, peer review, rubrics, scaffolding, technology, wikis |
|
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 |
