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Tag: teaching strategies

Talking About Gender? These Filmed Experiments Can Help

woman leaning back a male sailor to give him a kiss

by Alex Ates, Department of Theatre and Dance Gender topics are not just for the humanities. Interpreting gender is pivotal to deconstructing norms and methods in the sciences too. Could a new tool from the Verbatim Performance Lab at help you crack open conversations about gender in your classrooms? For example, The Serena Williams Project re-enacts the September 8, 2018, argument between Serena Williams and the chair umpire, Carlos Ramos. While arguing with Ramos and other officials, Williams stated that […]

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“Bebop to Hip Hop: Young America and Music,” Sharony Green

Instructor: Sharony Green Course: Bebop to Hip Hop: Young America and Music (HY 300) “Bebop to Hip Hop” is a 300-level course that explores social developments, like the beatnik, Civil Rights, and counterculture periods, through the lens of postwar music. The course includes active and collaborative components and a new creative mixtape project, which is sure to be a hit. What are your course goals? I am very interested in students seeing how life is cyclical, even if there is often […]

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Active Learning Quick Start Guide

finish line on a track

by Jessica Porter, Office of Educational Technology (eTech) Active learning replaces the traditional lecture with a mix of meaningful activities. Instead of sitting and listening passively, students purposefully interact with the course material, allowing you to see what they know and troubleshoot in real time. In other words, active learning promotes deeper, more engaged learning, and it establishes a much-needed feedback loop. Common Strategies If you’re new to active learning, here’s an annotated list of strategies to help you get […]

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How I Guide Students to Read for My Class

Student reading a textbook

by Chris Lynn, Department of Anthropology One of the downsides of being a professor is that we were all the types of people who generally liked to read and liked to learn more, which is what led us to be successful in college, go on to graduate school, and become professors. The easiest students to teach are younger versions of ourselves. The rest are not nearly so inclined to read the material. Because there is so much to cover in […]

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