ritu g. khanduri
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From 2005 to 2006, while I was a doctoral candidate in the University of Texas-Austin, I collaborated with Dr. Michael Sweet from the Center for Teaching Excellence at UT Austin to develop a successful model of team-based learning (TBL). Prof. Larry M. Michaelsen conceptualized TBL to foster active learning . Team based learning can be effectively adapted to large and small classes. This format involves dividing the class into teams with each team consisting of students with a range of disciplinary, professional and related interests. Students' individual and team performance counts toward the final course grade. Accountability to each other as team members is key for team-based and active learning. I use a mid-term peer feedback for students to communicate to their team-members what it is about their participation they appreciate and changes they recommend to enhance their contribution to the team. Over the past six years, consistently positive feedback from students has encouraged me to continue with TBL in my classes. At UT-Arlington I had the opportunity to further TBL through an Innovative Teaching Mini-Grant (2008-2009, co-authored with Dr. Sasley).

Coursework for my graduate and undergraduate courses includes a substantial written component. Students are encouraged to develop their research for publication, for conference presentation and for various competitions.

Students considering projects and research on media, South Asia, diaspora, immigration, health and additional thesis topics in Cultural Anthropology are welcome to contact me. Students interested in a faculty mentor for guiding an ACES presentation are also welcome to meet with me to discuss their project. Since 2007 I have contributed to MA and PhD committees in anthropology, fine arts, humanities and social work. Depending on the research project, I accept invitations to sit-in as an external faculty member in students' committees housed in other departments.

teaching grants and honors

2008-9, Active Learning Mini-Grant (with Dr. Sasley)

2012, Teaching Award Nomination, COLA Semi-Finalist



Anthropologist and South Asianist Lawrence Cohen, the 2010 Termini Distinguished Speaker, with students during a luncheon-talk



Author, journalist and historian of Hip-hop, Jeff Chang, visits my Visualizing Culture class. February 28, 2012.

Students' Publications and Presentations

2013. Submitted and Under Review: Book Review of Au Pair by Zuzana Burikova and Daniel Miller. Pluto Press, 2010. Part of graduate course work in the History of Anthropological Theory

2010. Kendra Jones (ACES Presentation): Exhibiting Sex: Aids and Sex Education in India. March 25, 2010. Faculty Mentor: Dr. Khanduri. Part of graduate course work in the Anthropology of South Asia.

2009. Justin Regan (Publication: Book Review): Janitors, Street Vendors, and Activists: The Lives of Mexican Immigrants in Silicon Valley by Christian Zlolniski. University of California Press, 2007. In the Journal of Latin American and Caribbean Anthropology 14 (2): 526-527. Part of graduate course work in the History of Anthropological Theory

graduate committees

anthropology

Rebekah Rupel, (Chair)
Gordon Block,(Chair)
Claudia Cortinas
Rassan Sowell
Kendra Lemon
Dustin Miller

fine arts

Justin Ginsberg
Helen Schenck

social work

Nairutti Jani, PhD

an anthropology course evaluation in UT-Austin

Enrollment: 52
Surveys Returned 18 (section 1) and 22 (section 2)

Instructor: Ritu G. Khanduri
Teaching Assistants: 2

Course instructor survey by DIIA, University of Texas at Austin
(For the computation of averages, values were assigned on a 5 point scale. The most favorable response was assigned a value of 5 and the least favorable response was assigned a value of 1)

QUESTIONS SECTION 1
(18 Respondents)
SECTION 2
(22 Respondents)
Course well organized 4.5 4.7
Communicate information effectively 4.3 4.6
Showed interest in student progress 4.6 4.9
Student freedom of expression 4.9 4.5
Objectives/ assignments clearly stated 4.6 4.5
Instructor well - prepared 4.8 4.8
Instructor had thorough knowledge of subject 4.9 4.8
Genuinely interested in teaching course 4.8 4.7
Availability outside of class 4.4 4.4
Student performance evaluated fairly 4.3 4.4
Adequate instructions for assignments 4.3 4.5
Course was made educationally valuable 4.8 4.6
Instructor increased student knowledge 4.7 4.5
Intellectually stimulating 4.6 4.4
Assignments usually worthwhile 4.4 4.1
Course of value to date 4.7 4.1
Overall Instructor rating 4.4 4.4
Overall course rating 4.4 3.9


selected teaching workshops

Planning the Course Syllabus
Designing Effective Lectures for Learning
Teaching with PowerPoint
Effective Public Speaking Techniques

Teaching in the Diverse Classroom
Designing Effective Discussions
Interactive Techniques for Large Classes

Evaluating Learning in Large Classes: Designing the Multiple-Choice Exam
Helping Your Students Become More Effective Learners
Improve Your Research Assignments
Incorporating a Substantial Writing Component in the Syllabus and Assignments

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