A primary component of developing and conducting a mentored teaching project is to plan an intervention in the classroom that requires some type of assessment of student learning.
When developing your project, it is recommended that you use the “backward design” (Wiggins and McTighe 1998) of:
- developing objectives or desired results
- developing how will you determine acceptable evidence (assessments) of learning
- plan your teaching and learning experience
Past projects students have conducted include:
- Opinions about climate change among non-science majors and influence of passive and active learning strategies
- Writing to learn using journals
- Utilizing an information learning experience to improve students' understanding of evolutionary concept of variation
- Using simple cooperative learning techniques in a plant propagation course
- Calculus students' understanding from the inside-out: the relationship between the chain rule and function composition
- Examining whether learning space affects the retention of experiential knowledge
- Assessing gender differences in response system questions for an introductory physics course
- A picture is worth a thousand words: applying image-based learning to course design
- Improving critical thinking skills of undergraduate health science students with case studies
- Identifying successful technologies for teaching electromagnetics to undergraduates
- Assessing students' attitudes towards environmental issues after completing a cascading food-web case student to understand complex ecological interactions
- How do outdoor and natures-based experiences differ between science majors and non-majors?
- Genetics in the green house: using active learning to improve students' performance in plant genetics
- Effects of cooperative learning on information assimilation and critical thinking
- Field trips through the food system: experiential environmental learning in higher education