|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 |