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CHAS Pedagogy Forum

"Sharing Best Practices Among Science Faculty"
Consortium on High Achievement and Success Meeting
Mount Holyoke College, May 25, 2005
 
1. Cast a wider (and even non-traditional) net when it comes to including or targeting students for lab assistance, conference participation, or summer research plans.  Don't only go after students with good grades but students that show interest, excitement, passion and persistence.
 
2. Advise first and second year students to choose faculty mentors.
 
3. Express confidence in students early on; understand that the positive consequences for students that do not feel campus/college ownership and whose sense of intellectual self worth maybe fragile will benefit enormously from such expressions of confidence and will have greater trust in professor's critique.
 
4. Teach by having students problem solve and work at process.
 
5. Understand our own expectations of students and make them as clear as possible to them.
 
6. Be willing to think critically about and even change how we give criticism.  Accurate feedback is important and so is high expectation.
 
7. Keep in mind that some students will have a more fragile sense of self, and thus will be more easily dissuaded from pursuing that which is challenging.  This is not so much about coddling as it is about helping students--especially those that do not feel campus ownership--realize their potential.
 
8. Be willing to talk with colleagues about doing things differently than we've always done them.