Faculty use a wide range of pedagogical strategies in new and creative ways, whether teaching in person or remotely, to support student learning in their courses. Below you can browse examples of faculty teaching according to the strategy(ies) they employed.
|
Faculty/Staff |
Department |
Teaching Goal |
Teaching Strategies |
|---|---|---|---|
| Alvarado, Ryan | Mathematics/Statistics | Building Community | Lecture; Incorporating Student Feedback |
| Ampiah-Bonney, Richmond | Chemistry | Communicating Course Expectations | Incorporating Student Feedback; Lecture; Syllabus and Course Structure |
| Benedetto, Danielle | Mathematics | Student Engagement and Motivation | Lecture; Office Hours |
| Cartier, Stephen | Chemistry | Communicating Course Expectations | Incorporating Student Feedback; Lecture; Syllabus and Course Structure |
| Cobham-Sander, Rhonda | Black Studies, English, and LatinX and Latin American Studies | Building Community | Discussion; Metacognition; Writing; Incorporating Student Feedback |
| Dole, Christopher | Sociology/Anthropology | Communicating Course Expectations | Discussion; Writing |
| Durr, Christopher | Chemistry | Communicating Course Expectations | Incorporating Student Feedback; Lecture; Syllabus and Course Structure |
| Edwards, Marc | Biology | Building Community | Discussion; Incorporating Student Feedback; Office Hours |
| Goutte, Caroline | Biology | Student Engagement and Motivation | Discussion; Labs |
| Jaswal, Sheila | Biochemistry/Biophysics | Building Community | Discussion; Group Work; Metacognition; Problem-Based Learning, Incorporating Student Feedback |
| Jones, David | Geology | Learning Objectives, Alignment and Assessment | Labs; Learning Goals; Metacognition |
| Luschen, Kristen | Education Studies | Building Community | Discussion; Incorporating Group Work; Metacognition |
| Lyster, Megan | Center for Community Engagement | Building Community | Discussion; Group Work; Metacognition; Problem-Based Learning, Incorporating Student Feedback |
| Mead, Molly | American Studies | Student Engagement and Motivation | Discussion; Group Work; Incorporating Student Feedback; Metacognition |
| Oraby, Mona | Law, Jurisprudence, and Social Thought | Student Engagement and Motivation | Discussion; Incorporating Student Feedback |
| Sanderson, Catherine | Psychology | Learning Objectives, Alignment and Assessment | Problem-based Learning |
| Schmalzbauer, Leah | Sociology/Anthropology | Building Community | Discussion; Group Work; Metacognition; Problem-Based Learning, Incorporating Student Feedback |
Using small-group or whole-class discussions to convey and clarify content in your course.
Employing activities in your course that rely on students’ collaborative work, either in- or out-of-class, to learn and demonstrate their understanding of the course material.
Collecting feedback from students about their experience in the course and using that information to inform future pedagogical choices and insights.
Using laboratory and other hands-on approaches to develop content knowledge and disciplinary skills.
Articulating your goals for student learning in the course, and using those goals to guide course design and teaching practices.
Using a lecture-based approach to convey course material to students. Although instructors may also draw on other teaching strategies as well, this strategy emphasizes lecture to communicate a substantial portion of the course content.
Emphasizing the teaching of transferable skills for learning, such as reflecting on what you do and do not understand, testing your own knowledge, monitoring your reading for comprehension, taking organized notes that highlight the key aspects of a reading or class meeting, etc.
Thinking about how best to teach and support students through individual and small-group office hour sessions.
Using complex assignments that require students to engage creatively with multifaceted, applied questions and problems that extend beyond the rote material of a course (e.g., community-based projects, extended research projects)
Developing clear syllabi that align learning objectives, assessments, and feedback for students; organizing your course in such a way that helps students build on and connect their learning across the semester
Using writing as a core pedagogical strategy in your course to help students develop enhanced understanding of the course content. In some cases, this may include teaching writing skills as the focus of the course, but often we are describing cases where faculty use writing to teach students about ways of thinking and knowing in other disciplines.