Course 1 Content: An Introduction to Evidence-Based Undergraduate STEM Teaching

Here you will find links to instructional videos from each module of the course as well as other course content.  Please feel free to review this content and implement it in any local workshops or local teaching seminars. This content is specifically designed to help graduate students, postdoctoral fellows and faculty learn how to leverage evidence-based strategies in their instruction of undergraduates.

 

Module 1 – Principles of Learning, Part 1

Module 2a

In this module, you’ll explore a few key principles of learning drawn from cognitive and psychological science research. You’ll hear from experienced STEM instructors about how these learning principles play out in their classrooms. Module developers Derek Bruff and Michele DiPietro will explain these principles and discuss teaching practices that tap into them. And we’ll ask you to reflect on your own experiences as learners to better understand these principles and set the stage for future weeks of the course.

 

Module 2 – Principles of Learning, Part 2 

Module 1 - Michele

In this module, you’ll explore a few key principles of learning drawn from cognitive and psychological science research. You’ll hear from experienced STEM instructors about how these learning principles play out in their classrooms. Module developers Derek Bruff and Michele DiPietro will explain these principles and discuss teaching practices that tap into them. And we’ll ask you to reflect on your own experiences as learners to better understand these principles and set the stage for future weeks of the course.

 

Module 3 – Learning Objectives 

Module 3

In this module, you’ll explore best practices for designing useful learning objectives. Module developer Stephanie Chasteen will make the case for learning objectives, then walk through the process of crafting learning objectives that can inform instruction. Along the way, you’ll hear faculty and student perspectives on learning objectives. Since learning objectives are highly content-specific, look for opportunities to explore the module’s ideas in discipline-specific ways.

 
 

Module 4 – Assessment 

Module 4

In this module, you’ll learn about the various roles assessment plays in STEM learning. Module developer Angela Little provides a number of strategies for designing effective assessments of student learning. The module includes several writing activities intended to help you start to apply the principles and practices shared in the videos.

 
 
 

Module 5 – Active Learning

Module 6

In this module, you’ll explore a variety of ways in which active learning can be incorporated into your classroom instruction. Module developers Kathryn Spilios and Bennett Goldberg will present the benefits of active learning as well as some creative strategies you might try in the classroom.

 
 
 
 

Module 6 – Inclusive Teaching

Module 11

This module, designed by astronomy graduate student Claude (Trey) Mack,  will discuss the importance of inclusive teaching and many of the issues instructors can face when teaching classes composed of students of varying ethnicities and genders.  We provide you with examples of teaching practices and language that can isolate certain student populations along with strategies to avoid these practices.

 
 
 

Week 7 Peer Graded Assessment

For your final peer-graded assignment, we’re asking you to synthesize what you’ve learned in this course about STEM teaching by drafting a lesson plan for a topic you might teach to undergraduates one day. Where the first peer-graded assignment focused on content (learning objectives) and the second focused on process (learning activities), this one requires you to bring content and process together—along with assessment methods and strategies for inclusive teaching. Other peer graded assessment assignments are located on module pages 3 and 5.

If you have any questions about this content please contact us at cirtlmooc@gmail.com.

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