Ryan Alvarado photo
Ryan Alvarado

A Mathematics professor and three Center for Teaching and Learning Student Pedagogical Partners describe how they incorporated feedback from students to build community and rethink assessments in an upper-level Analysis course.

Teaching Strategies: Lecture, Incorporating Student Feedback

Rhonda Cobham-Sander speaking in a classroom
Rhonda Cobham-Sander

An English, Black Studies, and LatinX and Latin American Studies professor describes how she built a sense of community with and among her students during the shift to remote learning, including how she encouraged students to reflect on how their learning benefitted from engaging with the intellectual work of their peers.

Teaching Strategies: Discussion, Metacognition, Writing, Incorporating Student Feedback

marc edwards
Marc Edwards

A Biology professor describes how he invited students into conversation about how to redesign their class meetings, after the shift to remote learning, to best support student learning and ongoing community.

Teaching Strategies: Learning Goals, Office Hours, Incorporating Student Feedback

A person working in a lab with the mead art museum in the background out the window
Sheila Jaswal, Megan Lyster, and Leah Schmalzbauer

A Biochemistry/Biophysics professor, an Instructional Designer for Experimental Learning, and a professor in American Studies and Sociology describe how they established community and trust in their "Being Human in STEM (HSTEM)" course, and how they worked to maintain community during the shift to remote teaching and learning during the Spring 2020 semester.

Teaching Strategies: Discussion, Group Work, Metacognition, Problem-Based Learning, Incorporating Student Feedback

Kristen Luschen photo
Kristen Luschen

An Education Studies professor describes how she used discussion forums to support synchronous and asynchronous learning in her Youth, Schooling, and Popular Culture course.

Teaching Strategies: Discussion, Incorporating Group Work, Metacognition