Our insights on interdisciplinary collaboration
| The problem | What I did | |
| Astronomy
Jennifer Krestow krestow@glendale.edu |
Students held strong misconceptions that were not changed during the course. | I created Scientific Method Investigations to address these misconceptions. |
| English as a Second Language
Paul Vera pvera@glendale.edu |
Students did not understand my frequently-used comment: “be more specific.” | I developed new rubrics to help students revise their work to include more specificity. |
| History
Hazel Ramos hazelr@glendale.edu |
Students were unsuccessful when asked to “discuss” a historical issue. | I used templates in to help students analyze primary documents. |
| Math
Tom Voden tvoden@glendale.edu |
Students were stuck at the level of symbolic language and unable to connect it with underlying concepts. | I used hands-on activities in a predict/experience/reflect approach to help students learn key concepts. |
| Political Science
Cameron Hastings hastings@glendale.edu |
Students were unable to evaluate evidence for use in research projects. | I used an incremental approach to help students use source material. |
| Spanish
Stacy Jazan sjazan@glendale.edu |
Student were frustrated because their written work in a foreign language was so unsophisticated. | I used an incremental approach to help students set reasonable goals and write higher quality essays in a foreign language. |