Tag Archives: STEM

The CIRTL MOOC is Back!

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Last fall I blogged several times about the CIRTL MOOC. CIRTL—the Center for the Integration of Research, Teaching and Learning—is an NFS funded consortium of 21 universities whose “…mission is to enhance excellence in undergraduate education through the development of a national faculty committed to implementing and advancing effective teaching practices for diverse learners as part of successful and varied professional careers.” CIRTL promotes three core ideas: Teaching-as-Research, Learning Community, and Learning-through-Diversity.

Screenshot of Coursera course description page for An Introduction to Evidence-Based Undergraduate STEM Teaching.CIRTL offers a number of courses, some of which are open to participation to those who are not in CIRTL member institutions. Last fall (2014), An Introduction to Evidence-Based Undergraduate STEM Teaching, developed by CIRTL member faculty at Vanderbilt University, Michigan State University, Boston University and University of Wisconsin-Madison, was launched. You can see this description on the CIRTL website:

  • Instructors: Faculty and staff from across the CIRTL Network.
  • Duration of course: September 28, 2015 – November 20, 2015
  • Format: MOOC on Coursera (https://www.coursera.org/)
  • Suggested Credits: Coursera version is noncredit; local MOOC-centered learning communities may offer credit locally.
  • Open to: Early or advanced graduate students, post docs, academic staff and faculty
  • Technology Requirements: internet access
  • Accessibility: We strive to be inclusive of anyone interested in participating in our activities, programs, and courses. If you have specific accessibility needs, please let us know in advance so that we may make the necessary accommodations.

The Coursera website description adds: “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.”

I took the course last fall and found it to have great videos on topics such as learning objectives, assessment, peer instruction, inquiry based labs, learning through writing, and problem based learning. My assessment is that it is not just appropriate for STEM instructors; anyone teaching at the higher education level could benefit from the course content.

Here are links to last year’s The Innovative Instructor blog posts inspired by the course content:

One thing that I really like about MOOCs is that if you are not taking one for credit or certification, you can go at your own pace, take what you need and skip over content that is not relevant. Moreover, in this case, you will continue to have access to course materials after the MOOC has finished. While you lose the benefit of participation in discussion threads and getting feedback on assignments, being able to view the videos and readings has value.

Whether you are STEM or STEAM (Science, Technology, Engineering, Arts, Mathematics), just starting out in your teaching career or a seasoned professional looking for some new ideas, sign up for An Introduction to Evidence-Based Undergraduate STEM Teaching.

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Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image Source: Screen shot https://www.coursera.org/course/stemteaching

Select Web Resources on Active Learning Strategies in the Sciences

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Students in classroomSTEM (Science, Technology, Engineering, Mathematics) education is very much on the radar screen here at Johns Hopkins. Last year our Provost launched the Gateway Sciences Initiative (GSI) as a “…multi-dimensional program to improve and enrich learning of gateway sciences at Johns Hopkins University for undergraduate and graduate students.” Active learning strategies have been a big part of the ensuing conversation. Following are some web resources that will be useful for faculty interested in finding out more about how to incorporate active learning activities into their teaching.

Team-Based Learning Collaborative
http://www.teambasedlearning.org

The Team-Based Learning Collaborative (TBLC) is a consortium of university educators dedicated to supporting faculty from a variety of disciplines who wish to implement team-based learning. The website has specific guidelines, how-to videos, and step by step instructions created by faculty for faculty.

Yale Center for Scientific Teaching
http://www.yale.edu/cst/

The goal of the Center for Scientific Teaching is to enhance undergraduate biology education by training a new generation of “scientific teachers,” namely faculty and instructors who bring the rigor and spirit of science research to teaching. The website has instructional modules developed by faculty who teach undergraduate and graduate science courses and a bi bibliography.

MIT Technology Enhanced Active Learning (TEAL)
 http://web.mit.edu/edtech/casestudies/teal.html

TEAL is an initiative to transform university education from a string of passive lectures in introductory courses into an intense, active, personalized and highly collaborative adventure. The central concepts are flexible modes of learning that better stimulate discovery and improve understanding of conceptual material. The website provides an overview to the activities and spaces in use at MIT and is useful as a model for active learning initiatives.

Stanford Center for Innovations in Learning
http://wallenberg.stanford.edu/

Wallenberg Hall is Stanford University’s center for research in classroom teaching and learning. This site provides a model for active learning with descriptions of the facility, case studies of how the rooms are used, and case studies and interviews with faculty talking about their classroom experiences. Of particular interest are the papers, presentations, and information about on-going research in teaching and learning found here: http://wallenberg.stanford.edu/teaching/findings.html

NC State University Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP)
http://www.ncsu.edu/PER/scaleup.html

The primary goal of the Student-Centered Active Learning Environment for Undergraduate Programs (SCALE-UP) Project is to establish highly collaborative, hands-on, computer-rich, interactive learning environments for large-enrollment courses. The website showcases the SCALE-UP spaces at North Carolina State University and other institutions that have adopted SCALE-UP.  Also available through the website: links to physics learning activities, research in physics education, software products to enrich visualization in physics classes, assessment resources, and student learning toolkits.

Minnesota – Active Learning Classrooms
http://www1.umn.edu/ohr/teachlearn/alc/index.html

The University of Minnesota has invested in a new Active Learning Classrooms building and has developed these web resource pages to outline the considerations and challenges in adopting active learning methods, and to provide faculty with specific strategies and activities to promote successful active learning course design.

University of Washington Physics Education Group
Tutorials in Introductory Physics
http://www.phys.washington.edu/groups/peg/curric.html

Two major curriculum developments are the subject of publications by the Physics Education Group at UW.  Physics by Inquiry is a set of lab-based modules designed for K-12 teachers and for college students whose science background is weak. Tutorials in Introductory Physics is intended for use by small groups of students working collaboratively as a supplementary curriculum to aid in the development and application of key concepts in calculus or algebra-based physics.

Carl Wieman Science Education Initiative at the University of British Columbia (CWSEI)
http://www.cwsei.ubc.ca/index.html

The goal of the CWSEI is to achieve highly effective, evidence-based science education for all post-secondary students by applying the latest advances in pedagogical and organizational excellence. This website has a number of useful resources applicable for STEM teaching. Of particular interest are:

Clicker Resources, which include an instructor’s guide: http://www.cwsei.ubc.ca/resources/clickers.htm and videos that show the benefits of, and offer practical tips on, using clickers in the classroom: http://www.cwsei.ubc.ca/resources/SEI_video.html

Educause 
http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume40/LearningSpaceDesigninAction/157996

EDUCAUSE Review Magazine, Volume 40, Number 4, July/August 2005 has several articles on learning space design theories, principles, and practices, including details on active learning initiatives and activity-based science courses at MIT, NC State University, University of Washington, and Dickinson College, among others.

Association of American Universities (AAU) Undergraduate STEM Education Initiative
http://www.aau.edu/policy/article.aspx?id=12588

The Association of American Universities (AAU) announced on September 14, 2011, that it would undertake a five-year initiative to improve the quality of undergraduate teaching and learning in science, technology, engineering, and mathematics (STEM) fields at its member institutions. The goals of the initiative are to help institutions assess the quality of STEM teaching on their campuses, share best practices, and create incentives for their departments and faculty members to adopt the most effective teaching methods in their classes.

Macie Hall, Senior Instructional Designer
Center for Educational Resources

Image source: Microsoft Clip Art