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Course 1: An Introduction to Evidence-Based Undergraduate STEM Teaching
“An Introduction to Evidence-Based Undergraduate STEM Teaching” is an open, online course designed to provide future STEM faculty, graduate students and post-doctoral fellows with an introduction to effective teaching strategies and the research that supports them. The goal of the eight-week course is to equip the next generation of STEM faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach.
“I really loved the course and I will definitely be using the skills that I’ve acquired. I’m teaching my first class next semester, and I’ve already been putting these new tools you’ve provided me with to good use. I’m much more excited and less nervous about teaching now!…”
– Fall 2014 participant
Learn more about course 1 here.
Course 2: Advancing Learning Through Evidence-Based STEM Teaching – Version 2.0
Is a free online course provides preparation for current and future STEM faculty members in effective teaching strategies and the evidence that supports these strategies. Participants will learn how to (a) engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning, (b) develop methods to help their students think more like experts in their fields using inquiry-based labs and similar activities, (c) turn their classrooms into learning communities through cooperative learning and using the diverse perspectives of their students, and (d) use approaches like flipped classrooms that make it possible to build active and collaborative learning into their classes.
This course builds on the CIRTL Network course, “An Introduction to Evidence-Based Undergraduate STEM Teaching.” That course is recommended, but not required, as a prerequisite for participating in this course.
Course 2: Advancing Learning Through Evidence-Based STEM Teaching Version 1.0 (archived)
“Advancing Learning Through Evidence-Based STEM Teaching – Archived” will provide graduate students and post-doctoral fellows in the STEM disciplines (science, technology, engineering, and mathematics) who are planning college and university faculty careers with an introduction to “teaching as research”—the deliberate, systematic, and reflective use of research methods to develop and implement teaching practices that advance the learning experiences and outcomes of both students and teachers. Participants will learn about effective teaching strategies and the research that supports them, and they will learn how to collect, analyze, and act upon their own evidence of student learning.
Find more information about course 2 here or contact firstname.lastname@example.org.
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