An Introduction to Evidence-Based Undergraduate STEM Teaching
August 13 @ 12:00 am - 11:30 pm CDT
An Introduction to Evidence-Based Undergraduate STEM Teaching is a massive open, online course (MOOC) designed to provide graduate students, postdoctoral scholars, and other aspiring faculty in STEM disciplines with an overview of effective college teaching strategies and the research that supports them. This course is also suitable for other interested university staff, faculty, and administrators. The goal of the eight-week course is to equip the next generation of faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach. Past participants are overwhelmingly satisfied with the course (nearly 90% of Summer 2019 students were satisfied or extremely satisfied).
The course draws on the expertise of a variety of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the CIRTL Network. Topics include key learning principles, such as the role of mental models in learning and the importance of practice and feedback; fundamental elements of course design, including the development of learning objectives and assessments of learning aligned with those objectives; and teaching strategies for fostering active learning and inclusive classroom environments. Formats include video content and transcripts, readings, discussion forums, quizzes, and peer-graded assignments where participants will plan teaching and learning activities relevant to their disciplines.
This 8-week course is entirely asynchronous, meaning there are no regularly scheduled weekly meetings. Each week instructors will release new materials for students to access via the EdX platform.
MOOC Centered Learning Communities (MCLCs)
Students enrolled in the MOOC have the option of taking part in an MCLC on their local campus. These MCLCs provide students with a face-to-face learning community designed to deepen their understanding of MOOC course materials. See which campuses are offering MCLCs, and who to contact to take part in your local MCLC, at http://stemteachingcourse.org/mooc-centered-learning-communities-mclc/.
Your instructors estimate participants will need to spend 4 hours per week on coursework.
Registration and Enrollment
This course has no cap on enrollment. Registration will open on Monday, May 15 and stay open through the duration of the MOOC; however, participants are strongly encouraged to register before the MOOC starts on Monday, June 19 in order to fully benefit from this programming.
We strive to be inclusive of anyone interested in participating in our activities. If you have specific accessibility needs, please contact us at firstname.lastname@example.org in advance so that we may make the necessary accommodations.
All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.
Associate: Evidence-Based Teaching
- Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.
- Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.
- Describe several assessment techniques and recognize their alignment with particular types of learning goals.
Associate: Learning Community
- Describe and recognize the value of learning communities, and how they impact student learning.
- Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.
- Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
- Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
- Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.