Post Tagged with: "Active learning"

Taking Modern Pedogogy into the Large Classroom

Marc Sprague-Piercy, Department of Molecular Biology & Biochemistry The current thinking in pedagogy is moving away from the traditional classroom model. In the traditional classroom for large classes of undergraduates there is a clear plan. The students are given a series of readings that are to be done before or […]

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Adding the EPIC to Education

Emily M. Slonecker, M.A, Department of Psychological Science What is your first thought when you hear the word “icebreaker”? If your first thought is the sound of 200 students groaning in unison, you just might be an educator. There is growing body of evidence to suggest that active learning techniques, like […]

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Rethinking the Physics Classroom: 4 Tools to Consider

Francisco J. Mercado, Department of Physics & Astronomy When we think about a physics classroom, more often than not, the picture that comes to mind is an ‘all-knowing’ professor standing at the front of a classroom writing on a blackboard while some of the students behind them are vigorously taking notes […]

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Improving Student Engagement

Jonathan Ware, Department of Sociology In my Social Psychology class, we had just finished an in-class activity where my students were applying theories of power and how group structures play a role in interpersonal power relations. My students were segmented into groups of three and four and spent roughly 15 […]

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Overcoming Anxieties of Learning Quantitative Methodology and Gaining the Confidence to Teach it

Martín Jacinto, Department of Sociology In a farewell piece as editor of Teaching Sociology, Stephen Sweet writes that teaching sociologically, “requires understanding teaching as a social act that is conducive to study, vigilante empathy to understand the lifeworlds of students, and building our own character as we attempt to build […]

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The Benefits of Multirole In-Class Critiques for Students

Ivy Guild, MFA, Department of Art Typically used in design or art-oriented courses, a critique is a collaborative feedback technique for providing students with oral formative and summative assessments from their instructor and peers. In most educational settings, written formative and summative assessments provide the majority of the feedback that […]

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Incorporation of Collaborative Learning in Classroom Teaching

Jawad Fayaz, Department of Civil & Environmental Engineering For centuries, classroom teaching has been mainly based on the conventional approach of lecturing by faculty members and learning being evaluated by traditional examinations. This approach does not lead to the development of highly required skills such as critical thinking, communication, and leadership. […]

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