As part of a fellowship award from the National Alliance for Broader Impacts, several videos and resources were developed focused on lexical ambiguity and communication strategies for potentially ambiguous topics. The work shown on this page (including the videos) was funded through an ARIS Fellowship from the National Alliance for Broader Impacts and the Advancing Research Impacts in Society Center. Opinions or views expressed here do not necessarily reflect the organization or any related funding agency.
Please view the videos (below) with their corresponding reference lists in the video descriptions on YouTube.
An article about lexical ambiguity in teaching and learning was published in The Journal of College Science Teaching. Visit: Understanding and Addressing Ambiguity in the STEM Classroom, Yoho (2020).
For more information about the fellowship award and funding sources, visit: https://broaderimpacts.net/aris-center-fellowship-program-2019-2020/
Please view the videos (below) with their corresponding reference lists in the video descriptions on YouTube.
An article about lexical ambiguity in teaching and learning was published in The Journal of College Science Teaching. Visit: Understanding and Addressing Ambiguity in the STEM Classroom, Yoho (2020).
For more information about the fellowship award and funding sources, visit: https://broaderimpacts.net/aris-center-fellowship-program-2019-2020/
Lexical Ambiguity IntroductionA case of multiple meanings! Check out the YouTube video above to explore lexical ambiguity, including examples from multiple disciplines.
|
Teaching Techniques for Lexical AmbiguityThis video provides several quick teaching techniques and ideas for addressing lexical ambiguity in the classroom.
|
5 Tips for Addressing Lexical AmbiguityExplore five tips for how to approach addressing issues of lexical ambiguity in your classroom, collaboratively with your colleagues, and among disciplines.
|
ARIS Logo
|
NSF Logo
|
I gratefully acknowledge receiving an ARIS Fellowship from the Advancing Research Impacts in Society Center. This work was funded, in part, through a Fellowship from the Center for Advancing Research Impacts in Society under NSF Award #1810732. Any opinions, funding and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the NSF.
