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GRASP was developed to make faculty aware of the diversity
of student learning and give faculty alternative teaching strategies to
support successful learning opportunities for all students. The intent of
the program is to bring about a systemic change in faculty’s teaching
practices by incorporating teaching strategies which support student success.
GRASP includes several components; collection of student learning styles,
weekly observations of faculty teaching, and discussions and implementation
of alternative teaching strategies. Over an entire semester GRASP staff
work with faculty on a weekly basis to implement a variety of teaching strategies
proven to support success of their diverse students.The purpose of using
alternative teaching strategies (PDF)
is to help students think about material presented during class. Faculty
need to know what students don’t understand before students leave
class. The use of simple teaching strategies help faculty find student misunderstandings
and allow faculty to give students needed information during class. All
teaching strategies implemented as part of GRASP support student learning.
These teaching strategies are especially important for those students who
learn differently then the faculty.
GRASP staff observe participating faculty classes weekly to measure interactions
between faculty and students and among students, and to observe teaching
strategies used during class. After each observation, GRASP staff and faculty
discuss the observation and make recommendations of alternative teaching
strategies the faculty can implement. GRASP staff and faculty also meet
monthly to discuss alternative teaching strategies based on data collected
during class observations. Over the course of the semester, faculty incorporate
suggested teaching strategies into their courses and create positive interactions
with students in and outside class.
In 1999, this program received national attention with the Best
Paper Award (PDF) at the ASEE conference (American Society of Engineering
Education/Gulf-Southwest Section). In 2000, this program again received
the Best Paper Award (PDF) at the ASEE
conference (American Society of Engineering Education/Gulf-Southwest Section).
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