Articles by: mmahavon

4 Essentials for Learning Space Redesign

4 Essentials for Learning Space Redesign

From Campus Technology: “UCI has made great progress in bringing consistency to the technology available to instructors in general assignment classrooms, but the IT funding stream could not be used for furniture.” To read more, check out the full article.

Introducing the Summer Teaching Apprenticeship Program (STAP)

Introducing the Summer Teaching Apprenticeship Program (STAP)

The Division of Teaching Excellence and Innovation (DTEI) in collaboration with Summer Session is coordinating a new program, the Summer Teaching Apprenticeship Program (STAP). This program will support graduate students and postdoctoral scholars as they teach a summer course as an instructor of record. This is a unique opportunity for […]

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Active Learning Methods in Classrooms Old and New

Nima L Yolmo, Department of Anthropology The growing effectiveness of active learning pedagogical methods since the 1980s has concurrently drawn attention to classroom ambiance. Design aspects such as lighting and mobility influence student learning. Over the past decade, there has been a growing awareness among institutions to transition to Active […]

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Acknowledging Intersectional Identities within STEM Higher Education Classrooms

Hayley Glicker, Department of Chemistry Without recognizing students’ varying intersectional identities, students will not feel supported by their educator and feel alienated from their community. A memory of this occurred in my senior seminar/thesis course in my undergraduate institution. This course brought together different majors, so there were a few […]

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Case-based Learning in Chemistry

Bronte Charette, Department of Chemistry What is case-based learning? Case-based learning (CBL) is an instructional design model that stimulates active participation by relating course content to real-world examples. Indeed, business, law, and medical schools typically use this model. Cases are stories where students analyze and consider the solutions in relation […]

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Teaching the Language of Science

Lorrayne A. Serra, Department of Developmental and Cell Biology Reading and the Language of Science Learning science is directly related to understanding the language of science. At first, learning a language is challenging, but if the appropriate tools are provided, students can excel. To understand science, student must therefore master […]

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5 Tips for Providing Feedback in Large Online Courses

Daniel Relihan, MA, Department of Psychological Science Online college and university courses have become increasingly common over the past decade. One reason for this increase is because online courses are cost effective for universities. For instance, they allow universities to charge tuition without the cost of brick-and-mortar space. Consequently, there […]

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Applying Best Practices to Online Classrooms

Colin McLaughlin-Alcock, Department of Anthropology Educators are increasingly recognizing the value of active learning and other best practice strategies which allow students to take ownership of their own education. One domain which remains resistant to active learning, however, is the online classroom (Germain). In this article, I present suggestions for […]

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Commentary: What Instructors Can Do to Improve Retention of Racial Minorities in Higher Education

Mustafa I. Hussain, MS, Department of Informatics Science has had a problem for a long time. The problem resurfaced recently, when news broke that Nobel Prize-winning biologist James Watson believes that race determines intelligence (Yancy-Bragg, 2019). Many of us instructors may find silence on such issues comfortable—but our silence is […]

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