Erik J. Fernandez, Chemical Engineering
José D. Fuentes, Environmental Sciences
Fred E. Maus, Music
Esther Menn, Religious Studies
Manuel D. Rossetti, Systems Engineering
Alessandro Vettori, Spanish, Italian, & Portuguese
You're sure about what you're teaching in each class or throughout a course. But how can you discover--before the finality of a test or long paper--how much your students are learning? You can use any of a variety of "Classroom Assessment Techniques" to find out such useful information as what relevant background knowledge students bring to your course; whether their silence in discussion is due to lack of preparation, understanding, or ideas; how many of them "got" the main point of the lecture; whether they understand what you mean by "synthesize." Once you know how and what they're learning, you can easily help them more--and they will probably make fewer errors you need to correct. The six 1997-98 University Teaching Fellows will discuss the advantages and challenges of using different techniques they have tried to check on students' learning.