|
Using a Department-wide Rubric to Assess KU Core Goal 4.2—Department of French, Francophone & Italian Studies, Christine Bourgeois, Antje Ziethen, Patrizio Ceccagnoli, and Paul Scott (2020) |
|
French |
course goals, group work, rubrics, scaffolding |
|
Unpacking Core Goal 4.2 in a Summer Study Abroad Program in Spain—Margot Versteeg (2020) |
Versteeg |
Spanish & Portuguese |
course goals, diversity, foreign language, hands-on learning, languages, learning communities, portfolios, Study Abroad |
|
Redesigning Introduction to Humanities—Aimee Wilson, Dale Urie, and Antha Cotten-Spreckelmeyer (2019) |
Wilson |
Humanities |
course design, course goals, first day of class, poster |
|
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 |
|
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 |
|
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 |
|
Revising Relief (Printmaking)—Michael Krueger (2016) |
Krueger |
Visual Arts |
active learning, course goals, poster, rubrics, service learning, writing |
|
Backwards Design for Long-Term Outcomes—Marta Caminero-Santangelo (2016) |
Caminero-Santangelo |
English |
backwards design, course goals, learning outcomes, poster, scaffolding, student feedback, writing |
|
Social and Sustainable Art Practices—Matthew Burke (2017) |
Burke |
Visual Arts |
course goals, group work, hands-on learning, learning communities, poster, studios, use of class time |
|
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 |
|
Applying an Interdisciplinary Knowledge Model in Environmental Studies—Ali Brox, Kelly Kindscher, Terry Loecke, Paul Stock (2019) |
Brox |
Environmental Studies |
active learning, course goals, curriculum development, environmental studies, poster |
|
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 |
|
Fostering Cultural Competency and Core Goal 4.2 in an Introductory Course on Contemporary China—Hui Faye Xiao (2019) |
Xiao |
East Asian Languages & Cultures |
Blackboard, course design, course goals, discussions, lectures, undergraduate students |
|
A Little Writing Goes a Long Way: Using Microwriting to Improve Student Engagement and Performance —Sean Gullickson (2021) |
Gullickson |
Spanish & Portuguese |
analytical writing, course goals, learning outcomes, scaffolding, writing, writing assignments |
|
Inclusive Practices and STEM Education – Carrie La Voy (2021) |
LaVoy |
Curriculum & Teaching |
active learning, course goals, curriculum development, diversity |
