Center for Teaching and Learning

Other accepted abstracts


April 2, 2020

12 – Development and Piloting of a Curriculum Mapping Survey

Authors Alexa Clemmons, Department of Biology, College of Arts and Sciences, UW Seattle Deb Donovan, Biology Department, College of Science and Engineering, Western Washington University Alison Crowe, Department of Biology, College of Arts and Sciences, UW Seattle Abstract Following the principles of backward design, instructional planning should begin with identifying student learning outcomes. Curriculum mapping is a tool…


17 – A CAUSE for Change: Exploring Faculty Adoption of Evidence-Based Teaching

Authors Mallory Jackson, Department of Biology, College of Arts and Sciences, UW Seattle Sungmin Moon, Department of Biology, College of Arts and Sciences, UW Seattle Jennifer Doherty, Department of Biology, College of Arts and Sciences, UW Seattle Mary Pat Wenderoth, Department of Biology, College of Arts and Sciences, UW Seattle Abstract Evidence-based teaching has been shown to improve student…


39 – The Post-Course Reflection: An Alternative Assessment Methodology

Author Tylir McKenzie, Department of Psychology, College of Arts and Sciences, UW Seattle Abstract This poster presents a new form of student assessment, the Post-Course Reflection or PCR, that can be used across a number of different modalities (face-to-face, hybrid and online) and disciplines. This assignment is a comprehensive, end of term reflective assessment of…


41 – The Rhetorical Role of Syllabi in Student Conversations About Disability

Author Neil Simpkins, School of Interdisciplinary Arts and Sciences, UW Bothell Abstract This poster describes how students with disabilities use syllabi as a communication tool when discussing their disability access needs with college instructors. Understanding how students with disabilities use syllabi rhetorically can assist instructors in designing inclusive syllabi that invite open conversations about disability…


46 – Which Components of Evidence-Based Teaching Impact Student Learning?

Authors Sungmin Moon, Department of Biology, College of Arts and Sciences, UW Seattle Mallory Jackson, Department of Biology, College of Arts and Sciences, UW Seattle Jennifer Doherty, Department of Biology, College of Arts and Sciences, UW Seattle Mary Pat Wenderoth, Department of Biology, College of Arts and Sciences, UW Seattle Abstract Meta-analyses consistently show that active learning techniques are associated with…


50 – Activating Autonomy: Using Student Choice to Fuel Effective Instructional Design

Author Jonathan M. Rizzardi, School of Drama, UW Seattle Abstract For some learners undergraduate study fits into a catalogue of educational experiences that are marred by pedantic, authoritarian control over the objectives and discourse of classroom instruction. Even in Drama courses – a presumably learner-centered sphere – students are often restrained by what Paulo Freire…