Week 1 – Principles of LearningWeek 2 – Learning Objectives, Assessment of LearningWeek 3 – Cooperative Learning, Peer Instruction, LecturingWeek 4 – Inquiry-Based Labs, Problem-Based Learning, Writing to LearnWeek 5 – Diversity in the Classroom, Student MotivationWeek 6 – Lesson PlanningWeek 7 – Conclusion
This seven-week course explores effective teaching strategies for college or university STEM (science, technology, engineering, mathematics) classrooms
This course will provide graduate students and post-doctoral fellows in the STEM disciplines (science, technology, engineering, and mathematics) who are planning college and university faculty careers with an introduction to evidence-based teaching practices. Participants will learn about effective teaching strategies and the research that supports them, and they will apply what they learn to the design of lessons and assignments they can use in future teaching opportunities. Those who complete the course will be more informed and confident teachers, equipped for greater success in the undergraduate classroom.
The course will draw on the expertise of experienced STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 22 research universities collaborating in the preparation of STEM graduate students and post-docs as future faculty members. The seven-week course will be highly interactive, with many opportunities for peer-to-peer learning. Learning communities are at the heart of CIRTL’s activities, and this open, online course is intended to foster a large, healthy learning community of those interested in undergraduate STEM teaching–including current STEM faculty.“An Introduction to Evidence-Based Undergraduate STEM Teaching” has been developed by faculty, staff, and students at Vanderbilt University, Michigan State University, Boston University, the University of Wisconsin-Madison, and the University of Colorado-Boulder. The course is based on work supported by the National Science Foundation under Grant No. 1347605.