Teaching & Learning Collaborative

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Meet the 2011-2012 Teaching Award Winners After a record number of nominations and intense effort by departments and selection committees, we are proud to announce the winners of the 2011-2012 teaching awards. Press "Read More" to see the list of winners and learn more about why they were chosen. Read More
Designing Learning with Karl A. Smith Dr. Smith, a renowned educator in the field of STEM education (Science, Technology, Engineering and Math) led a full-day event for more than 30 GW faculty members. It covered how to design courses to increase engagement. Smith has researched and published extensively on learning in the STEM environment and presented key findings in the mornings and conducted an activity-based workshop in the afternoon. Read More

Welcome to the Teaching & Learning Collaborative

The Teaching & Learning Collaborative (TLC) is a faculty-driven center for teaching excellence, a signature initiative of the newly created Office of Teaching and Learning, headed by Vice Provost Stephen C. Ehrmann. The TLC brings faculty and staff together to help faculty broaden their instructional experience, promote the scholarship of teaching and learning, and encourage students as they deepen their commitment to learning.

The TLC will focus on pedagogies for large and small classes, undergraduate research, recognition of faculty efforts in teaching, and distance learning. The TLC seeks to match GW's transition into the first tier in research with a similar transition into the forefront of institutions recognized for educational excellence.

The TLC welcomes your participation – please contact us by email tlc@gwu.edu or by phone, 202-994-4026, for more information.

Noteworthy News

  • TLC in the Washington Post
  • Teaching Awards
  • OLI News

TLC featured in Washington Post front page article

The Washington Post highlighted the TLC and biology faculty member Hartmut Doebel in its February 16th article “The Last Lecture? Colleges look for better ways to teach.” GW is part of a top tier of universities supporting alternatives to traditional lecture course formats. Click “Read more” to see the full article.

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Teaching Awards

The TLC has received a record number of nominations for the Trachtenberg, Bender, and GTA teaching awards. 2012 winners will be announced in early March, with an award ceremony on March 26th.

University-wide teaching awards honor faculty members and graduate teaching assistants for excellence in teaching. Click “Read more” below to learn about the teaching awards and to view 2011 winners.

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Development Grants Underway

The Online Learning Initiative has announced the new cohort of faculty who have been awarded grants to develop online courses for Summer 2012. OLI awarded ten Course Development Grants this year to faculty members in the Columbian College of Arts and Sciences, School of Business, and School of Public Health and Health Services. Congratulations to Linda Campanelli, Megan Davis, Hartmut Doebel, Susan Ewing, Lisa Goodson, Jean Gutierrez, Anna Helm, Marilyn Liebrenz-Himes, Irene Oh Koukios, and Fernando Robles!

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Featured Topic

  • Classroom Assessment Techniques
  • Engaging Large Classes
  • Peer Instruction

What Are CATs?

Classroom Assessment Techniques (CATs) are, typically, ungraded activities conducted in the classroom setting. Their purpose is to provide the instructor feedback on whether or not students understand course material so that adjustments can be made before the end of the term. Frequent use of CATs also can assure students that the instructor takes a genuine, active interest in their learning process throughout the course, before the summative assessment (e.g., final exam) is given at the end of the term.

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Large Class Techniques – Seven Principles for Good Practice in Undergraduate Education

The large lecture course in undergraduate education has always been a foregone conclusion, with enrollments reaching as high as several hundred students. According to a study by Wulff, Byquist, and Abbott (1987), a majority of students surveyed indicated that class size does affect their ability to learn. They also reported on the impersonal nature of the course and lack of individual accountability, factors leading to decreased motivation.

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Large Class Techniques – Peer Instruction

Engaging students in large classes presents a challenge to any instructor. How do we know that students are learning concepts deeply and not simply regurgitation facts on an exam? A proven technique known as peer-instruction can be used with and without technology (e.g., clickers). When using peer instruction, it is key to note the shift from the traditional “sage on the stage” to the “guide on the side” role needed for the technique to be successful.

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Teaching Tips

  • What Works: Listen, Guide, Explore, Experiment
  • Teaching Languages: Expectations in the Classroom
  • Large Lecture Course: Pop quiz, Note-taking, and Multimedia

Dr. Paul Duff, Associate Dean of CCAS for Undergraduate Studies; Professor of Religion

I am Paul Duff. I am a Professor of Religion and Associate Dean for Undergraduate Studies in the Columbian College. What works for me – well, there are two things. One is me: if I’m relaxed I am much better in the classroom, and I think because of my job the Dean’s office I am much more relaxed in the classroom because it’s kind of a break from the stress of the day. The other thing is, I have to continually remind myself to not talk.

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Dr. María De La Fuente, Associate Professor of Spanish

The one thing that I would like to talk about is expectations in the classroom; both expectations the student may have for my class and the expectations I have of the students. In terms of the students’ expectations, when it comes to language teaching and language learning, sometimes students have different expectations from the ones they had when they were in high school, especially when you are doing more innovative teaching. Sometimes your students expect classes that are very grammar-oriented and very form-oriented.

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Dr. Maurice East, Professor Emeritus of International Affairs and Political Science

One thing I always use with the students in large lecture classes that was effective was the pop quizzes. I asked them to take four 10-point quizzes throughout the semester, unannounced. No excuses including absences. We would always drop the lowest grade, but the quizzes were quick and short. They were designed to see if the students recalled things from previous lectures and kept up with the work.

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