Sarah Silverman joined the Hub in September 2020 as an Instructional Designer. Her areas of interest in instructional design include STEM teaching and learning, Universal Design for Learning and accessibility, and Culturally Responsive Pedagogy. Sarah earned her PhD in Entomology at UC Davis, where she taught online and hybrid courses in Entomology, Human Development, and Science and Society. Her research focused on the biodemography of wild insect populations. While at UC Davis, she worked in the Center for Educational Effectiveness as a coordinator of the Teaching Assistant Consultant program. Most recently, Sarah was an instructional consultant at UW Madison supporting STEM instructors through learning communities, courses, and workshops. Are you interested in shifting from online exams to more authentic assessments in your online course? Contact Sarah to discuss further!
Sarah’s Recent Blog Posts
- Digital Detox 3: Harm reduction and abstinence with Canvas analyticsEstimated reading time: 8 minutes Note: This post is part of our recently initiated Digital Detox series, which is designed to be in conversation with the Digital Detox resources at Middlebury College and Thompson Rivers University. Teaching online (especially during a pandemic) can sometimes feel lonely. During past teaching experiences, I got bogged down by… Read More »Digital Detox 3: Harm reduction and abstinence with Canvas analytics
- Tired of “post once, respond twice”? Rethinking discussion board activitiesEstimated reading time: 3 minutes Discussion board activities offer an opportunity for students to share their knowledge, debate, and otherwise interact with each other. Have your students been complaining about discussion board assignments, calling them “busy work” or a “waste of time”? Students may get bored with the standard post and reply discussion structure, or… Read More »Tired of “post once, respond twice”? Rethinking discussion board activities
- Self-guided teaching reflection: Fall 2020Estimated engagement time: 5-10 minutes During a busy semester, it can be difficult to find the time to reflect on successes, challenges, and lessons learned from a given teaching experience. There have been so many changes in how most of us teach over the past few terms, and the end of semester is a good… Read More »Self-guided teaching reflection: Fall 2020
- Ungrading can work in STEM: A conversation with Clarissa Sorensen-UnruhGrades can cause anxiety for students and stress for instructors. All too often, it can feel like concerns about grades actually get in the way of authentic learning. I interviewed Central New Mexico Community College Chemistry instructor Clarissa Sorensen-Unruh about how she brings students into the conversation about assessment – a technique called “ungrading.” Watch… Read More »Ungrading can work in STEM: A conversation with Clarissa Sorensen-Unruh
- Why do students feel like they are “teaching themselves” and how can instructors respond?Estimated reading time: 3 minutes 15 seconds In the recent survey of UM Dearborn student experiences with remote learning during the COVID-19 pandemic, a number of students mentioned that they feel like they are “teaching themselves” this semester. This may be surprising or distressing to instructors who have put in a great deal of extra… Read More »Why do students feel like they are “teaching themselves” and how can instructors respond?