|
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 |
|
Using Creative Expression as a Tool for Increasing Scientific Communications and Understanding—Gregory Rudnick (2009) |
Rudnick |
Physics & Astronomy |
assignment design, critical thinking, group work, large course sections, rubrics, student engagement, student presentations, writing assignments |
|
Understanding International Political Systems through Service-Learning—Fiona Yap (2005) |
Yap |
Political Science |
large course sections, service learning |
|
PLUS Biology: Using Peer-Led Supplemental Discussions to Enhance Student Learning—Molecular Biosciences, Initiative for Maximizing Student Development (2009) |
|
Molecular Biosciences |
department analysis, discussions, diversity, group work, large course sections, NIH grant, PLUS sessions, recitation groups, student engagement, student peer teaching, undergraduate students |
|
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 |
|
Testing for Deep Understanding—Ben Eggleston (2007) |
Eggleston |
Philosophy |
critical thinking, exams, large course sections |
|
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 |
|
Scaffolding Public Relations Projects in an Undergraduate Journalism Course—Crystal Y. Lumpkins (2009) |
Lumpkins |
Journalism |
group work, large course sections, professionalization, scaffolding, student presentations |
|
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 |
|
Enhancing Student Learning in Introduction to Sport Management—Angela Lumpkin (2011) |
Lumpkins |
Health, Sport & Exercise Sciences |
assignment design, large course sections, peer review, rubrics, scaffolding, writing assignments |
|
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 |
|
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 |
|
Creating Teachable Moments in a Research Methods Class—Paul Atchley (2008) |
Atchley |
Psychology |
discussions, large course sections, research methods, student engagement |
|
Transitioning a Small Seminar Class into a Lecture with Recitation—Milena Stanislavova (2010) |
Stanislavova |
Math |
exams, large course sections, recitation groups, student engagement |
|
Comparing Student Learning in Online, Large Lecture, and Small Discussion-based Courses—Paul Atchley (2010) |
Atchley |
Psychology |
discussions, hybrid course, large course sections, online courses, peer review, research methods, rubrics |
