ISE 870: Teaching College Science and Mathematics
In this course we learned about implemented student-centered college teaching. Here, we we assessed how people learn, the basics of curriculum design, and several types of assessment strategies for science teaching.
Some instructors may not know what kinds of strategies work to promote active learning. They may only be familiar with what they were exposed to as students, which may primarily focus on listening to a lecture with very little interaction. This course provided many tools on no only how to encourage active learning in the classroom, but also methods on how to align these activities with learning objectives and assessment.
I have included our final project which is a culmination of everything we learned in the course. The final project included creating a syllabus for a course in our discipline which included a course description and course goals. We selected PHM 480: Special Topics-Neurobiology of Disease.
We also included ways to improve the course and my presentation on Anxiety Disorders is included here. I was able to modify my previous Anxiety Disorders presentation based on the strategies I acquired from this pedagogy course.
RATIONALE FOR EACH ARTIFACT(S):
I included our final project because it highlights all of the competencies we mastered in the class. I also included this artifact because we provide an in-depth analysis of what can be improved in the course.
MATERIAL(S) YOU DEVELOPED DURING THE COURSE.
Active learning activity: the HPA Axis
RATIONALE FOR EACH MATERIAL(S):
I included my 12-min dynamic Prezi presentation and activity because I thought it was a fun way to have the students work together to show how the stress response works. After seeing the pathway, the students had to work together as receptors and hormones to turn off the system. This was a great way to show competencies in teaching as it got the students engaged and they had to apply what they learned in class to a group activity. I have since modified this activity to include analyses such as what would happen in Cushing's Disease, which requires higher-level thinking for the students.
In this course I learned so many valuable techniques to strengthen my teaching skills. One major skill I learned is to engage students often. I am now thinking about more creative way to get the students engaged during lecture, rather than just standing at the front of the classroom and talk for an hour. I also learned about how formative assessment can help an instructor gauge student learning in a different way than the standard written exam can. I will use assignments like minute papers to determine what kinds of concepts students are mastering and what they might still struggle with or have misconceptions about. Another skill I learned was how to design course objectives. Using Bloom's Taxonomy, I can now identify action words that match the goals I have for student learning.