Supporting Teaching, Learning, and Technology in the College of Letters and Science
In this Article Remix, IDC team members Laura Schmidli and Molly Harris chat about their recent L&S Design for Learning article “Maximizing Impact: Effective Strategies for Large Lectures.”
Active learning is broadly defined as involving students actively, rather than passively, in their own learning. Most often, this is shown in the contrast between students listening to a lecture and students working together to complete a task. Pick one Mini Discussion below and include a 10-15 minute conversation in your next group meeting. These …
Students’ reasons for pursing an area of study are often very personal. Drawing on these personal factors can help students sustain motivation in your course by helping them develop connections to each other, the discipline, and the world around them. This page offers strategies from research literature and our L&S colleagues for recruiting student motivation. …
Created by Molly Harris and edited by Laura Schmidli. The College of Letters & Science is big! With 39 academic departments and professional schools and 65 undergraduate majors in the natural sciences, social sciences, and humanities, L&S covers a lot of ground. We also teach a lot of students. Over 85% of credits taken by …
Created by Laura Schmidli and edited by Maria Widmer. During the pandemic, many instructors valued the interactive features of videoconference tools, like breakout rooms, integrated chat, emoji and reactions, and polling. These tools allowed students to connect, react, and participate and offered instructors a sense of student engagement during remote class sessions. Whether a class …
Created by Laura Schmidli and edited by Jonathan Klein. Imagine a student attends your office hours and expresses frustration at performing poorly on an exam – despite hours of preparation. One way to troubleshoot with the student is to focus on the quality, rather than duration, of their preparation. What did they do to prepare? …
Created by Laura Schmidli with contributions from David Macasaet and Erika Schock The Absorb, Do, Connect framework (Horton, 52) can help inform how the activities that students do outside of class and during class connect. It can help instructors design a series of learning activities that work together to reinforce concepts and skills. In courses …