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Direct linkAngeline S. Lillard; Jessica Taggart – College Teaching, 2024
In large lecture courses, it can be challenging to imagine assessing student learning in ways other than multiple-choice exams and traditional point-based grading. Inspired by major pedagogical principles shared by Maria Montessori and Thomas Jefferson and supported by current understandings of effective teaching, assessment was reimagined in a…
Descriptors: College Faculty, Undergraduate Students, Teaching Assistants, Child Psychology
Sebastian Hobert; Florian Berens – Educational Technology Research and Development, 2024
Individualized learning support is an essential part of formal educational learning processes. However, in typical large-scale educational settings, resource constraints result in limited interaction among students, teaching assistants, and lecturers. Due to this, learning success in those settings may suffer. Inspired by current technological…
Descriptors: Individualized Instruction, Intelligent Tutoring Systems, Learning Processes, Teaching Methods
Ted M. Clark; Rebecca Ricciardo; Daniel A. Turner – Journal of Chemical Education, 2024
Active learning has often been reported to improve student outcomes in STEM courses. However, there are barriers to its implementation, and it is challenging to include this approach in large classrooms with fixed seating. This investigation explores the development of a novel approach in which the class contact time was reallocated for a general…
Descriptors: Undergraduate Students, Chemistry, Science Instruction, Class Size
Gelinas, Katharine A.; Ovid, Dax; Amaya-Mejia, Wilmer; Ayala, Rafael; Baek, Hanna E.; Gasmin, Eric; Hissen, Karina; Johnson, Amanda; Kossa, Emily; Levesque, Lauren; Lutz, Kurt R.; Lyons, Amichai S.; Mata, Alan F.; Mitchell, Casey G.; Paggeot, Lisa; Pastor-Infantas, Maria José; Patel, Cheryl; Prestol-Casillas, Susan; Chen, Kevin Xu; Tanner, Kimberly D. – CBE - Life Sciences Education, 2022
Instructor Talk--noncontent and nonlogistical language that is focused on shaping the classroom learning environment--is a recently defined variable that may play an important role in how undergraduates experience courses. Previous research characterized Instructor Talk used by faculty teaching in biology lecture classrooms. However, graduate…
Descriptors: Teaching Assistants, Graduate Students, Undergraduate Students, Biology
Marika Seigel; Josh Chase; William De Herder; Silke Feltz; Karla Saari Kitalong; Abraham Romney; Kimberly Tweedle – College Composition and Communication, 2020
This article reports on one university's experiment in resurrecting and reanimating the composition lecture, a one-hundred-plus student section dubbed "MonsterComp," including the process, outcomes, and lessons learned. Although this restructuring of the first-year composition course was partially motivated by administrative pressures,…
Descriptors: Freshman Composition, Lecture Method, College Freshmen, Educational Change
Bram H. Frohock; Cade A. Macallister; Maria T. Gallardo-Williams – Journal of Chemical Education, 2022
A teaching team composed of a faculty member (lecture) and a graduate teaching assistant (lab) endeavored to engage students enrolled in several sections of the same organic chemistry course through the use of social media. Students were encouraged to follow both instructors on Twitter and were asked to share aspects of the class using the social…
Descriptors: Organic Chemistry, Science Instruction, Graduate Students, Teaching Assistants
Download full textEdiger, Tracy L. – HAPS Educator, 2022
Delivering Anatomy & Physiology (A&P) labs online became necessary in the spring of 2020 due to the COVID-19 pandemic. For four semesters (Summer 2020 through Summer 2021), our A&P1 and A&P2 labs were instructed in a virtual format. Each lab session included a one-hour synchronous session led by teaching assistants followed by…
Descriptors: Anatomy, Physiology, Science Instruction, Distance Education
Joshua Rutberg – ProQuest LLC, 2022
It has been well-establishing in the field of educational research that traditional educational methods such as passive lectures and labs where students follow pre-designed procedures to verify information already told to them are not effective for promoting meaningful and lasting conceptual understanding. Alongside this knowledge have come a…
Descriptors: Physics, Science Instruction, Teaching Methods, Laboratory Experiments
Ruder, Suzanne M.; Stanford, Courtney – Journal of Chemical Education, 2018
Several active-learning pedagogies involve groups of students working together to construct their own understanding of course content. In these classrooms, the instructor serves as a facilitator of learning, by interacting with every group, engaging students in discussions, answering questions, and providing formative feedback. This type of…
Descriptors: Teaching Assistants, Active Learning, Undergraduate Students, College Science
Opdecam, Evelien; Everaert, Patricia – Accounting Education, 2019
This study investigates choice-based learning as a choice between lecture-based or team learning in a large class at a large university in a European country. The study was designed as a between-subjects quasi-experiment where students were allocated their preferred learning approach. Data were collected for eight consecutive years (2008-2016).…
Descriptors: Foreign Countries, Lecture Method, Cooperative Learning, College Instruction
Koretsky, Milo – Chemical Engineering Education, 2017
This article reports analysis of students' written reflections as to what helps them learn in an active learning environment. Eight hundred and twenty seven responses from 403 students in four different studio courses over two years were analyzed. An emergent coding scheme identified 55% of the responses as associated with cognitive processes…
Descriptors: Active Learning, Learning Processes, Problem Solving, Teacher Student Relationship
Karim, Nafis Imtiaz – ProQuest LLC, 2018
This thesis explores impact of evidence-based active-engagement courses (EBAE) on student achievement and gender gap in introductory physics. The first study is about the pedagogical content knowledge (PCK) of the physics teaching assistants (TAs) at identifying introductory students' difficulties using the Conceptual Survey of Electricity and…
Descriptors: Physics, Introductory Courses, Evidence Based Practice, Science Achievement
Zehnder, Caralyn – Journal of College Science Teaching, 2016
At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…
Descriptors: College Science, Biology, Masters Programs, Required Courses
Robert M. Talbot; Laurel M. Hartley; Katrina Marzetta; Bryan S. Wee – Journal of College Science Teaching, 2015
Large-enrollment undergraduate science courses are often seen as "gatekeepers" and tend to support less-than-ideal pedagogical approaches. Student satisfaction with teaching and learning and gains in student conceptual understanding in these courses is often limited at best. At University of Colorado Denver, the Learning Assistant (LA)…
Descriptors: Undergraduate Students, Science Instruction, Class Size, Teaching Assistants
Fairfax, Emily; Brown, Megan R. M. – Journal of Geoscience Education, 2019
People with disabilities are chronically underrepresented in many geoscience departments across the country. There are a number of proposed reasons why this under-representation persists, one of which is lack of instructor training in designing accessible curriculum and making high-quality accommodations. This not only puts students with…
Descriptors: Geology, College Science, Undergraduate Students, Science Laboratories
