Calendar

SES # TOPICS INTENDED LEARNING OUTCOMES KEY DATES
1

Introduction to the class
What is the purpose of college – now, then, tomorrow?

By the end of class 1, students should be able to:

  • Discuss the readings, and explain their relevance to you as a teacher in a higher ed STEM field.
  • Consider the “purpose” of a undergraduate education, specifically the “purpose” of a STEM education.
  • Consider how this purpose – or the instantiation of this purpose – may change over the next 10 years.

 
2 What we know about student learning in higher education

By the end of Class 2, students should be able to:

  • Summarize the “big ideas” in cognition and learning research.
  • Apply findings from learning and cognition research to improve student learning in your classes.

Assignment 1 due
3 Designing a Course: Developing Learning Outcomes

By the end of class 3, students should be able to:

  • Describe the components the constructive alignment & backward design model.
  • Explain the 4C-ID Framework to an intelligent non-expert.
  • Define content priorities for a class you may teach.
  • Create measurable learning outcomes for a course you may teach.

Assignment 2 due
4 Teaching Methodologies: Part I – Organizing a Class

By the end of Class 4, students should be able to:

  • Articulate factors that promote effective lectures.
  • Consider ways you can gain students’ attention, help them to integrate new material & support their comprehension.
  • Make informed decisions about lecture structure & content to support your Intended Learning Outcomes.
  • Create an outline for a unit of instruction.

Assignment 3 due
5 Teaching Methodologies: Part II – Active Learning: Why and How

By the end of Class 5, students should be able to:

  • Explain the impact of active learning exercises in the classroom.
  • Evaluate the time requirements for different active learning exercises.
  • Identify / develop active learning exercises that will help students achieve the desired learning outcomes.

Assignment 4 due
6 What Can Nerds Learn from Actors?

By the end of Class 6, students should be able to:

  • Describe and implement strategies to control “stage fright.”
  • Utilize verbal, visual and vocal channels (3V’s) to deliver more effective lectures.

Assignment 5 due
7 Designing Effective Assignments & Assessments

By the end of Class 7, students should be able to:

  • Formulate and organize the use of problem sets in your class-in order to better support student learning.
  • Create homework and / or test questions that help students acquire specific knowledge and / or skills and that are authentic.
  • Link course learning outcomes with assessments and assignments.

Assignment 6 due
8 Teaching with Educational Technology

By this end of Class 8, students should be able to:

  • Identify an appropriate educational technology / tool(s) to advance an intended learning outcome.
  • Articulate an implementation and use strategy for chosen technologies.
  • Describe best practices and potential pitfalls of educational technologies.

Assignment 7 due
9 Grading and Assessment

By the end of Class 9, students should be able to:

  • Describe Norm- and Criterion-based grading, and articulate the pros and cons of each.
  • Articulate the differences between grading and evaluation.
  • Select a grading system that best supports your course material, philosophy, student demographics and is consistent with departmental / institutional constraints.
  • Consider ways to grade group / team work.

Assignment 8 due
10 Creating an Inclusive Classroom

By the end of Class 10, students should be able to:

  • Describe stereotype threat.
  • Explain how a lack of inclusiveness in your classroom can negatively impact student learning.
  • Identify one or more strategies for creating an inclusive classroom environment.

Assignment 9 due
11 Developing Your Teaching Philosophy

By the end of Class 11, students should be able to:

  • Describe specific examples that you have used to advance student learning.
  • Explain how your teaching strategies, methods, and goals have evolved over time.
  • Consider what you will accept as proof that your teaching is effective.

Assignment 10 due ; Assignment 11 Part I due before Session 12
12 Microteaching – Group 1   Assignment 11 Part II due
13 Microteaching – Group 2   Assignment 11 Part III due

Course Info

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