Teaching different types of classes

One size does not fit all! Classes differ by size and format (e.g., discussion, lecture, online or hybrid) and are divided along disciplinary lines. It is important for you to consider the unique characteristics of your class composition and to tailor the course structure, assignments and activities to best support student learning. Paying attention to these details will create a learning environment in which students can successfully meet learning objectives.

Science, Technology, Engineering, and Math (STEM)

UW resources

• Biology Education Research Group
• Center for Engineering Learning and Technology
• Narratives Supporting Excellence in Teaching (NEXT), College of Engineering
• Physics Education Group

External links

• ConcepTests, peer instruction tools for Chemistry
• Journal of Engineering Education
• Just in Time Teaching, WebPhysics, Department of Physics, Indiana University Purdue University at Indianapolis
• Math Forum
• Mathematical Thinking, classroom assessment techniques
• On Writing Engineering Cases
• CBE- Life Sciences Education

Bibliography

• Advisor, teacher, role model, friend: On being a mentor to students in science and engineering. (1997). Washington, DC: National Academic Press
• Catalano, G. D. (1995). Some ideas on the teaching of engineering science: A student-centered approach. Journal of Engineering Education, 84(1)
• Handelsman
• Harris, R. (2000). Anecdotes of teaching engineering: A story in two parts, personal experiences and innovation. McGill Journal of Education, 35(1)
• McCray, R., DeHaan, R., and Schuck, J. (2003). Improving undergraduate instruction in science, technology, engineering, and mathematics: Report of a workshop. Washington, DC: The National Academic Press
• Narum, J. and Conover, K. (Eds). (2002). Building robust learning environments in undergraduate science, technology, engineering, and mathematics. New Directions for Higher Education, 119
• Reis, R. (1997). Tomorrow’s professor: preparing for academic careers in science and engineering. New York, NY: IEEE Press
• Wankat, P., and Oreovicz, F. Teaching Engineering. Department of Chemical Engineering, Purdue University

Languages

UW resources

• Language Learning Center

Bibliography

• Brown, G. and Yule, G. (1983). Teaching the Spoken Language: An approach based on the analysis of conversational English. Cambridge, England: Cambridge University Press
• Lantolf, J. and Labarca, A. (Eds). (1987). Research in Second Language Learning: Focus on the classroom. Norwood, NJ: Ablex
• Lynch, B. (1996). Language Program Evaluation: Theory and practice. Cambridge, England: Cambridge University Press
• Nunan, D. (1992). Research Methods in Language Learning. Cambridge, England: Cambridge University Press
• Oxford, R. (1990). Language Learning Strategies: What every teacher should know. Boston, MA: Hinle and Heinle