Buse Aktas
One way to test your assumptions about ‘effective teaching and learning’ is to turn it into an education research project, where you modify a class/unit and quantitatively and qualitatively assess the outcomes. In this project, I modified an existing engineering course (ENG-SCI 120) by designing and incorporating more diverse, playful, and applicable/relatable assignments and activities, as well as by making some structural changes. I measured the outcomes by looking at student self-efficacy, performance on a concept inventory test, and responses to an open-ended question. I’m currently analyzing the data to see if and how these modifications have improved outcomes.
View Buse's capstone project.
Anna Hopper
My PF capstone this year was comprised of a series of reflections on how COVID has changed my communication with TFs. Interestingly, I've had many fewer TFs reach out through formal channels (e.g. requesting observations) and many more requests for help in informal ways (e.g. over Slack or in non-pedagogy-related Zoom meetings). In my presentation, I discussed some sample interactions with TFs and potential lessons learned.
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Olivia Miller
As a Bok Pedagogy Fellow, I had the opportunity to co-lead the undergraduate Course Assistant (CA) Training that took place before the beginning of the 2020 fall semester. Through the CA feedback on the fall training and my own experience as a TF working with CAs, I have realized the unique role of CAs and the insight they can bring to an undergraduate level course as well as the challenges they might face. I have focused on highlighting both the challenges and opportunities of the CA role and have provided suggestions for better supporting undergraduates in this role.
View Olivia's capstone project.
Suzanne Paszkowski
This poster represents the work I did in reading bell hooks's Teaching to Transgress. This started out as a PF reading group in the fall, and I was able to transform it into a Bok Seminar this spring. We met bi-weekly for an hour 6 times, reading approximately 30 pages each session, and each time the conversations were inspiring, challenging, and worthwhile--there are so many people in our community who care about teaching. The quotes on the poster capture some of the ideas in Teaching to Transgress, and the strategies in the bottom right are my advice to future PFs.
View Suzanne's capstone project.