Graduate education at the University of Wisconsin–Madison
Develop foundational knowledge of evidence-based pedagogical practices, explore the literature in higher ed teaching and learning, try new approaches in a supportive environment, and prepare for a successful academic career. Meets Tuesdays and Thursdays, 11am-12:15pm, starting September 3.
Explore emerging technologies and their impact on teaching and learning, while developing your own teaching practice to be adaptable to change and new opportunities. Tuesdays 12-1:15pm, starting September 9.
Samantha, Visiting Professor at Roanoke College: "My internship gave me the confidence required to walk into the classroom and be a new professor. Beyond all the literature background I gained, I think I value the confidence boost even more!"
Analyze data from highest awards committee on impact of girls projects and the program as a whole, and design instructional plans. Ask questions from the data to determine whether girls and the committee are meeting objectives and learning goals. Make recommendations to the logistics committee on process changes to program to improve girl outcomes. Project could also include working with communities to develop education resources.
Work with a chemistry education researcher on improving the scaffolding of creative work in an honors section of an introductory Chemistry course (~80 students). Guest-teach on aspects of science communication and peer-review and enact a teaching-as-research proposal on supporting students in exploring how chemistry core ideas are leveraged in modern-day chemistry research.
Work in microbiology, genetics, or virology with an instructor at Edgewood College who also pursues (and did a UW–Madison postdoc in) scholarly, evidence-based teaching.
Work with a flipped classroom that uses case studies and active learning. This intern project might involve creating relevant and meaningful assignments, and/or opportunities for students to connect with each other and real-world examples of the content (synchronously and asynchronously).
Assistant Professor of Biology at Salem State University: "Inclusive teaching is a main area of my scholarly activity as a professor on the tenure track, and my Delta internship project definitely set me on that path."
PhD Candidate, Agricultural and Applied Economics: "The Delta program really hammers on the importance of active learning. The cool thing is that the courses and workshops provide a good deal of examples of how to do it."
Assistant Teaching Professor in Computer Science and Engineering at University of California, San Diego: "I am and always will be grateful to all the people associated with the Delta program."