Explore and develop your own evidence-based teaching practice, informed by research in teaching and learning. You will leave this course with a teaching philosophy statement and a teaching plan that demonstrates how you apply your approach to the college classroom. Mondays 3-5pm, starting January 29. ΔΔ
Research has shown that when students write more in a course, they learn course content more effectively and engage more deeply with the material. Learn how to use writing to promote students’ active learning and create a more inclusive learning experience in any disciplinary or course context. Mondays 4-5:30pm, starting January 26.
Use the principles of improv theater to improve your communication in multiple contexts and audiences, including talking with colleagues, presenting your research, and teaching in the classroom. Wednesdays 1-3pm, starting January 21.
Join us to explore how to effectively use active learning in a variety of teaching and learning contexts. This course will take a “learning by doing” approach, with opportunities to examine, experience, and try out various active learning instructional methods in the college classroom. Mondays 10am – noon, starting September 7.
Exploring international, gender, racial, and other aspects of diversity, this discussion-based course models ‘flipped classroom’ and ‘blended learning’ approaches to advance your skills in engaging your learners in a diverse college classroom. Thursdays, 10 am – noon, starting September 5.
Teach better and more efficiently using inclusive instructional technology. Building on your existing skills, you will hone your teaching style and gain a solid foundation in the learning sciences, while creating an effective Canvas course that is inclusive and equitable for students. Thursdays, 1 – 3 pm, starting September 7. ΔΔ
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.
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.