Previous Teaching Grants

Exploring the EAP Feedback Culture of a Sino-foreign Liberal Arts University

Joseph Davies

How PUMPed are graduate students about using AI? A study into the perceptions, utilization, motivations, and preferences of using artificial intelligence tools for academic writing

Benjamin Gutscher, Joseph Davies, Eric Eberly, Layla Shelmerdine, Chris Tebbe, Minghao (Rainie) Zhang

Becoming the Audience: Creative Response Process in a Multicultural Introductory Creative Writing Workshop

Stephanie Anderson

Cultures of learning in an international university in China

Marius Wamsiedel

Implementing teacher-student rubric co-construction in the EMI context

Tong Zhang, Zhenjie Weng

Character Microlectures as Out-of-Class Support for Flipped Chinese Language Teaching and Learning

Mengtian Chen

Integrating Journal Articles to Teach Writing Laboratory Reports for 100 Level Biology Course

Anastasia Tsigkou, Ferdinand Kappes

Interdisciplinary Student Projects in Intercultural Communication: A Case Study of EAP and Chinese Language course and assessment collaboration

Kevin Sprague, Kristin Hiller, Laura Davies, Xiaofei Pan, Liying Feng, Yili Zhang, Xiayun (Sophia) Zhou

The influence of Conversation-Driven curriculum on literacy Abilities of Students for Chinese as a Foreign Language

Lianyun Pang

Revitalizing the 7-Week Teaching Structure with Project-based Learning

Junyi Li

Since 2020, Office of Assessment and CTL have granted 18 projects involving 26 faculty members across divisions and programs, to investigate teaching-related inquiries, including but not limited to interdisciplinary teaching, experiential learning, student learning trajectory in a specific field, writing across disciplines, assessment of student engagement and learning outcomes. 

Active Learning Strategy in Mathematical Modelling: Interactive Academic Interview
Shixing Xu
 
A Diverse Assessment Framework of an Outdoor Ecology Field Trip
Chuanhui Gu
 
Intercultural Sensitivity Development in a First Semester French Languaculture Course
Emmanuelle Chiocca
 
How is Our Global Health Undergraduate Program Doing in the Liberal Arts and COVID-19 Pandemic Context?
Meifang Chen
 
Post-COVID-19 University Education: Student Preference
Wanggi Jaung
 
Relations between Quality of Argumentative Writing and Structured Online Peer Review
Yili Zhang
Assess Experiential Learning in Experimental Macroeconomics
Luyao Zhang
 
Creating an Authentic Assessment with Real-world Implications – Transferring Relevant, Evidence-backed Generalizations in a Meaningful, Nuanced Way
Laura Davies 
 
Developing a Transparent Method to Promote and Assess Students’ Active Classroom Engagement
Joseph Davies
 
Effectiveness of Integrated Performance Assessment in 200-level Chinese Curriculum
Xiaofei Pan, Xin Zhang, Yili Zhang
 
How are Freshmen Writers Assessed and What Do They Need to Succeed?: A Look at the Alignment between Skills and Expectations in an EAP Course and China in the World
Kristin Hiller, Kevin Sprague, Maxi-Ann Campbell, Laura Davies, Austin Woerner, Eric Eberly, Saghar Naghib
 
Investigating the Writing Proficiency of L2 Chinese Learners at DKU
Xiaofei Pan
 
Pathways through MATH
Konstantinos Efstathiou
 
PHIL 109 Teaching Philosophy Through Computer Science
Daniel Lim
 
Quantitative Measure of Team Work Efficiency:  A Tentative Approach Using Mind-mapping
Kai Huang
 
Team-Based Learning for Humanities Courses in the DKU Environment
Ben Van Overmeire
 
Using Language Recognition Technology as A Method to Assess Chinese Language Learners’ Pronunciation Skills
Li Xu, Ming Li