|
Assessing Cultural Competency and Core Goal 4.2 in an Interdisciplinary Course on Culture and Health—Kathryn Rhine (2019) |
Rhine |
Anthropology |
assessment, course goals, grading criteria |
|
Popular Culture as a Vehicle to Shared Prior Knowledge in an Undergraduate Teacher Education Course—M'Balia Thomas (2018) |
Thomas |
Curriculum & Teaching |
assignment design, course goals, discovery teaching, international students, learning communities, poster |
|
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 |
|
Social and Sustainable Art Practices—Matthew Burke |
Burke |
Visual Arts |
course goals, group work, hands-on learning, learning communities, poster, studios, use of class time |
|
Backwards Design for Long-Term Outcomes—Marta Caminero-Santangelo (2016) |
Caminero-Santangelo |
English |
backwards design, course goals, learning outcomes, poster, scaffolding, student feedback, writing |
|
Revising Relief (Printmaking)—Michael Krueger |
Krueger |
Visual Arts |
active learning, course goals, poster, rubrics, service learning, writing |
|
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 |
|
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 |
