开始时间: 04/22/2022 持续时间: 8 weeks
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所在平台: CourseraArchive 课程类别: 数学 大学或机构: Vanderbilt University（范德堡大学） 授课老师： Derek Bruff Trina McMahon Bennett Goldberg Rique Campa |
课程主页: https://www.coursera.org/course/stemteaching
课程评论：没有评论
This course 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 evidence-based teaching practices. Participants will learn about effective teaching strategies and the research that supports them, and they will apply what they learn to the design of lessons and assignments they can use in future teaching opportunities. Those who complete the course will be more informed and confident teachers, equipped for greater success in the undergraduate classroom.
The course will draw on the expertise of experienced STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 22 research universities collaborating in the preparation of STEM graduate students and post-docs as future faculty members. The seven-week course will be highly interactive, with many opportunities for peer-to-peer learning. Learning communities are at the heart of CIRTL’s activities, and this open, online course is intended to foster a large, healthy learning community of those interested in undergraduate STEM teaching--including current STEM faculty.
Week 1 – Principles of Learning
We start by exploring a few key learning principles that apply in all teaching contexts. We'll consider the research supporting these principles and examples of how STEM faculty put them into practice.
Week 2 – Learning Objectives, Assessment of Learning
Designing an effective learning experience for students means beginning with the end in mind. In this week, we will identify ways to craft meaningful learning objectives for one's students and discuss strategies for aligning one's assessments of student learning with those objectives.
Week 3 – Cooperative Learning, Peer Instruction, Lecturing
Once learning objectives and assessments have been planned, it is time to determine the learning activities that will help students reach those objectives. We'll start our exploration of learning activities with a close look at cooperative learning in and outside the classroom, followed by a module on a particular form of cooperative learning, peer instruction. We'll also consider what role lectures should play in STEM teaching.
Week 4 – Inquiry-Based Labs, Problem-Based Learning, Writing to Learn
In this week, we'll consider our exploration of learning activities, focusing on strategies for designing and implementing inquiry-based labs, structuring learning experiences around challenging and interesting problems, and using formal and informal writing assignments in the STEM classroom.
Week 5 – Diversity in the Classroom, Student Motivation
This week, we'll turn our attention to the affective domain. We'll discuss strategies for inclusive teaching--creating learning environments in which all students feel welcome to fully participate. And we'll consider the role of motivation in learning as well as strategies for fostering student motivation.
Week 6 – Lesson Planning
Time to apply what you've learned in the course to a teaching context relevant to you. We'll ask you to draft and annotate a lesson plan for a class you might teach in the future. This will require you to think through learning objectives, assessment mechanisms,
in-class and out-of-class activities, motivating students, and classroom
climate.
Week 7 – Conclusion
During the final week of the course, you'll provide feedback to your peers on their draft lesson plans and, in turn, receive feedback on your lesson plan.
This seven-week course explores effective teaching strategies for college or university STEM (science, technology, engineering, mathematics) classrooms
