Grade level: graduate students, advanced undergrads, persons with analyzed research results

Course length: 1 semester, 4-6 months

Objective: This course empowers scientists to engage with their own data, each other, and the public through art. Through collective brainstorming, prototyping, and feedback from professional artists, students will create a project that expresses their own research through any artistic medium of their choice. The course typically culminates in a public art exhibition where students interact with a general audience to discuss their research, art, and what it means to be a scientist.

An overview of Classroom Assessment Techniques. The foundational text is: Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition, by Thomas A. Angelo and K. Patricia Cross (Jossey-Bass, 1993)

This handout helps writers create accessible Word and PDF documents with an emphasis on visibility, audibility, and mobility.

In this activity, students are going to practice vocabulary relating to school. Students will play a game using a slideshow to identify objects relating to school using full sentences. At the end of the activity, students will also discuss the subjects they study in school and how they feel about those subjects.

Students will discuss questions about their school life and how it might compare to German school life.

In this activity, students will answer questions about themselves. In addition, they will have the opportunity to share information about their hometown with the rest of the group.

Students will introduce themselves and get to know one another by asking and answering questions about personal preferences.

In this activity, students will review by talking about things revolving around the university, family, and vacations, using memorized vocabulary. Students will be interviewed by each other based on scenarios provided. Students will ask and answer questions entirely in Spanish.

Dieses Handout fasst in Kürze mehrere Studien und Leitfäden mit Handlungsansätze gegen Sexismus, sexualisierte Diskriminierung, Gewalt und Benachteiligung an Hochschulen zusammen.

Students are learning about school supplies. Lab assistant will show a picture of an item and the first student that takes the item out of their back pack and says the name in the target language, will get the point.

OpenLearnWare (OLW) ist eine Web-Plattform der TU Darmstadt für den freien Zugang und Austausch von Lernmaterialien. Sie unterstützt die weltweite Bildungsinitiative Open Educational Resources (OER). Offenheit in der Lehre und Bildung für alle sind dabei die maßgeblichen Ziele.

In this activity, students will review by talking about things revolving around the university, family, and vacations, using memorized vocabulary. Students will be interviewed by each other based on scenarios provided. Students will ask and answer questions entirely in Spanish.

In this activity, students will create conversations about random topics, they will think words about a specific topic and then with those words, they should hold a fluent conversation in a period of time. Students will learn how to share their thoughts and opinions about specific topics and be respectful with the point of view of someone else. 

A Personal Narrative Essay is a creative form of writing that explains a memorable event in a student's life. Like other types of essays, it follows a specific structure and includes an introduction, several paragraphs of body content, and a conclusion. The main purpose of a personal narrative essay is to convince the reader of why the applicant would be a good fit for the college or university they apply to.

Strategies for Academic Success accompanies the online first-year University of Saskatchewan Arts and Science course by the same name. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university.

In this activity, students will review by talking about things revolving around the university, family, and vacations.

This remix has question cards that are more friendly to secondary students and has been slightly simplified.

This learning activity is designed to be used in a large introductory chemistry course, as part of a larger module of learning activities that include a prior reading of a short background information document. By working in small groups to discuss the presented information and question prompts, students will apply concepts seen in earlier coursework to explore a topic of societal or environmental relevance. No new conceptual information is delivered in this activity; rather this is an opportunity to show students how the chemistry concepts they have developed support a detailed scientific understanding of a significant issue.Students should be tasked with working together to complete the prompts in each section of the activity by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) background information (.docx and .pdf) 2) the learning activity (.docx and .pdf) 3) the learning objects (.docx and .pdf) and 4) the slide deck (.pptx).- Methyl Transferase Enzymes- Nitrogen Cycle- Ozone and Chlorofluorocarbons - Penicillin 

This learning activity is designed to be used in a large introductory chemistry course, as part of a larger module of learning activities that includes prior viewing of an interactive instructional video. Instructional videos are to be viewed before class meetings. During class time, students work in small groups and discuss the presented information and question prompts, and will build upon the concepts discussed in that video in order to develop a new, extended concept.Students should be tasked with working together to complete the prompts in each section of the activity by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) interactive instructional videos (these can be embedded directly into the learning management system) 2) the learning activity (.docx and .pdf) 3) the learning objects (.docx and .pdf) and 4) the slide deck (.pptx). - Chemical Bonding- Resonance - Intermolecular Forces- Collision Theory- Equilibrium- Nucleophiles and Electrophiles

This guided inquiry learning activity is designed to be used in a large introductory chemistry course. By working in small groups to discuss the presented information and question prompts, students will engage in cycles of exploring and analyzing data, inventing new conceptual understandings, and applying those concepts. Students should be tasked with working together to complete the prompts in each section by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) the learning activity (.docx and .pdf) 2) the learning objects (.docx and .pdf) and 3) the slide deck (.pptx).- Atomic Orbitals- Chemical Fuels- Gas Laws- Intermolecular Forces- pKa Trends- VSEPR