Teaching College-Level Science and Engineering

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