Archives: Instructional Examples

Neil Garg, a professor of chemistry and biochemistry, assigns projects that ask students to translate chemistry concepts into creative exercises. In his organic chemistry music video assignment, he has students form groups to create music videos illustrating chemistry concepts that in turn teach their peers. More than 1200 students in Neil’s Chem 14D course have worked together to produce more than 500 music videos about organic chemistry.

Kimberly Jackson, a professor of biochemistry, uses Perusall to enable Process Oriented Guided Inquiry Learning (POGIL) activities by creating question prompts and having students digitally respond to their peers in groups. Professor Jackson creates question prompts in Perusall and has students digitally respond to their peers in groups.

Meredith Burr, a professor of mathematical and statistical sciences, has developed an exam wrapper that is built in the statistical software used by students in the course. By completing the wrapper in the software, students are being put into the mindset they will need for the exam as they reflect on their preparation plans; following the exam, students can review their performance at the exam problem level and identify which skill or concept they need to develop their understanding of further. They use Canvas Quiz to distribute exam wrappers; the use of technology allows it to be scalable, easily implemented and distributed, and quickly graded.

BACON, led by Neil Garg, a professor of chemistry and biochemistry, is an online organic chemistry tutorial that draws connections to human health and pop culture. BACON includes “Sizzling Scientists,” which features scientists from underrepresented backgrounds and their contributions to the field.

Maria Tackett, a professor of statistical science, has students submit their homework through Gradescope, a grading and assessment tool. Gradescope offers professors robust data on students’ performance on assignments, allowing instructors to identify areas where further instruction and clarification are needed for the class as a whole as well as individual students.

Professor Kimberly Jackson and her colleagues use auto-graded practice tests in Canvas and ALEKS. Students can receive immediate feedback, rather than waiting on their professor to grade the quiz and offer feedback. The immediacy of feedback allows students to quickly identify which concepts they will need to revisit before the exam.

Maria Tackett, a professor of statistical science, uses digital surveys in Qualtrics at the beginning of her statistics course to assess student experience and interests. These survey responses inform both course subject matter, for example types of data sets they might look at, as well as how Dr. Tackett groups students into project groups based on relevant experiences and interests.

Jennifer Byall encourages students to get off to a strong start through early communication and suggestions prior to the first day of classes.

David Clark and Robert Talbert, two professors of mathematics, provide a number of resources and reflections on alternative assessment strategies on their website Grading for Growth and their book by the same name.