| 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.
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| 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 |
