Richard Kim, Professor of Asian American Studies, explains how focusing on student learning outcomes helped him "learn to be a better teacher."

By Mona Monfared, Assistant Professor of Teaching, Molecular & Cellular Biology

Q: How have you reconsidered your (course level) assessment plans in light of the remote teaching and learning context? 

By Tessa Hill, Professor of Department of Earth & Planetary Sciences

Q: How have you reconsidered your (course level) assessment plans in light of the remote teaching and learning context?

A: I have made several changes to my assessment in my upper division course (70 students) this quarter.

Anne Todgham, Associate Professor of Animal Science, explains how investing time to think about assessment allows her to approach her teaching more creatively, while also focusing on what matters most.

Heather J. Hether, Associate Professor of Teaching Communication, explains how clarifying and communicating her goals for student learning supports students and provides her valuable and actionable information about student achievement in her courses.

By Mark Verbitsky, Assistant Professor of Teaching Political Science

Q. How have you reconsidered your course-level assessment plans in light of the remote teaching and learning context?