The Delta Program partners with faculty and staff around campus to offer a variety of internship opportunities in teaching and learning. In addition to the following listings, you may also work with Delta and other faculty to create your own intership project.
authentic experiencewith faculty-level teaching responsibilities and an emerging, high-demand fieldby engaging with the development of a new, largely flipped-classroomcourse. Prof Dane Morgan is developing a materials modeling course incorporating aspects of materials science and engineering, advanced simulation, and machine learning. This is a year-long opportunity beginning fall 2017, as the course will pilot spring 2018, and can involve varying levels of commitment depending on your availability and interests. An intern might be interested in contributing to one or more of: identifying the best pedagogical and simulation resources (e.g. relevant youtube videos, using nanoHUB simulation resources) for the flipped approach, creating assessments and in-class activities, creating hands-on simulation labs.
Dept: Materials Science & Engineering.
Course: Intro to materials modeling.
Course info: Intermediate, jr/sr level course with interdisciplinary content. Students are from majors including materials science and a range of engineering and applied STEM disciplines.
Required background: Experience with materials science and computational familiarity, particularly with simulations.
Contact: Dane Morgan <firstname.lastname@example.org>
Gain professional development in
teaching and mentoringundergraduates as well as expertise in an interdisciplinary, emerging fieldby doing an internship with the team behind “Informatics Skunkworks”, a group supporting undergraduates with project-based learningabout informatics and machine learning tools for science and engineering (please see: https://skunkworks.engr.wisc.edu/). Intern project options include: Developing learning materials and assessments for modular tutorials for topics ranging from statistics to programming, supporting and structuring the learning communityof students, using project-based learning best practices to scaffold and support student learning, and developing codes and databases that support efficient project work. *Funding may be available, and would include additional responsibilities* There is also the potential to collaborate with other universities and scale successful materials.
Dept: Cross-departmental, including but not limited to materials science and engineering, computer science, statistics, math, electrical and computer engineering, chemical engineering, and chemistry.
Course: Undergraduate project-based learning community at the intersection of machine learning and science and engineering data.
Required background: Interest in project-based learning plus experience with informatics and machine learning.
Contact: Dane Morgan <email@example.com>
Meg Waraczynski is interested in partnering with a teaching intern who can help incorporate new active learning strategies, and improve existing approaches, in a lecture course in behavioral neuroscience at UW's Whitewater campus. This opportunity offers a chance to experience a
diverse, teaching-focused primarily undergraduate institutionthat overall has an enrollment with about 40% first generation college students and 15% underrepresented minorities. Last year, incorporating personal response technology (“clickers”) and other active learning opportunities improved overall class performance. Dr. Waraczynski want to continue using such approaches to increase engagement and improve conceptual understanding.
Dept: Psychology and Biological Sciences.
Course: Bio/Psych 301 Introduction to Behavioral Neuroscience.
Course info: Lecture-based; ~75 juniors/seniors in Bio and Psych.
Required background: Basic (tutorials on concepts can be provided) background in neurobiology; willingness to come onsite to UW Whitewater (approx. 1 hr drive from UW Madison campus) a few times. The course meets late afternoons Mondays and Wednesdays.Contact: Meg Waraczynski <firstname.lastname@example.org>
Scott Williams of the Wisconsin Energy Institute is co-teaching an innovative,
project-based courseusing both real-world clients and student-generated challenges in sustainability. Students are from a broad range of majors from environmental studies to engineering and physics. Internship projects might include: Developing activities and assessments to support and evaluate l earning outcomes around the design process(esp. across different types of projects), interdisciplinary teamwork(e.g. via a collaboration rubric and associated activities), systems thinking, or concepts related to energy and sustainability.
Course: Interdisciplinary Design for Energy and Sustainability.
Course info: Some lecture, discussion, and hands-on activities plus in-class group project work time; emphasis on engineering but draws from many majors. This course satisfies one of the prerequisites for the Certificate in Engineering for Energy Sustainability.
Required background: Interest in project-based and collaborative learning.
Desired background: some engineering design background.
Contact: Scott Williams <email@example.com>
A professor teaching various psychology courses at Madison College is open to internship projects that span many activities toward improving student learning of core concepts and study skill development. An internship at Madison College offers experience in a teaching-focused, diverse institution that can directly translate to your future career goals. Areas of interest include: Connecting the content with real-world experiences, integrating active learning, case studies, technology, effective writing assignments, peer-led study groups, inquiry-based activities, and community-based or service learning. Improving the course climate for diverse students is another potential area of interest.
Course: Intro Psych, Abnormal Psych, Human Sexuality, Developmental Psych.
Course info: All are 200-level transfer courses.
Required background: Psychology or related social science.
Contact: Jenna Behm-Lawton <JBehm@madisoncollege.edu>
Prof Brian O'Neill teaches a largely-nonmajors introductory biology course at UW's Whitewater campus. This opportunity offers a chance to experience a
diverse, teaching-focused primarily undergraduate institutionthat overall has an enrollment with about 40% first generation college students and 15% underrepresented minorities. He is open to project ideas, particularly teaching the central dogma in an approachable wayfor those with limited biology background. Other project ideas include a brief growth mindset or self-efficacy intervention to address fear of science, or motivating interest through activities connecting the content with real-world experiencesrelevant to students.
Course: Intro bio.
Course info: Instructor teaches one section of 120 students (5 sections total).
Required background: Biology-based discipline.
Contact: Brian O'Neill <firstname.lastname@example.org>
Develop active learning strategies for introductory psychology at Madison College [Spring]
Various projects are possible in an introductory psychology course at Madison College, which offers experience at an
undergraduate teaching-focused, diverse institution. Prof Dubree is open to talking with an intern about projects that seek to improve student conceptual learningusing active learning activities or technology-based strategies.
Course: Intro Psychology, incl brain structure and function.
Course info: Course includes group work activities.
Required background: Psychology.
Contact: Maryann Dubree <email@example.com>
The General Chemistry course at
Madison College offers an experience teaching core concepts using a student-centered approach to a diverse class. The instructor is a former graduate student who has a certificate in teaching/learning similar to the DELTA certificate. He is open to talking with interns about projects that would aim to develop new course materials, improve conceptual learning, address disparate incoming student backgrounds, improve feedback to students, or support under-performing students. Strategies might include problem-based learning, case studies, active learning, peer-study groups, inquiry labs, or integrating technology such as a flipped classroom.
Course: Chem 134 (includes lab)
Course info: 32 students per class; 2 classes
Required background: Introductory chemistry.
Contact: Nilhan Gunasekera <firstname.lastname@example.org>
Gain experience across teaching modes, from
face-to-face to online teaching, with a project in various History courses at Madison College. Prof Bohman-Cina is open to projects across many goals and strategies. These include: Developing new course materials, improving conceptual learning, supporting underperforming students, addressing disparate incoming student backgrounds, improving feedback to enhance student learning. She is interested in projects from a wide range of approaches, from connections to real-world experiences and service learningto peer-study groupsand integrating active learning techniques. Interns doing projects at Madison College often find the teaching focus and diverse institution to be valuable for teaching professional development.
Course: Various History courses, incl Afro-American history online, Native American history telepresence, Global Women's History.
Course info: Face-to-face, telepresence, or online; power lectures + group work and discussion.
Required background: Some coursework in history, ethnic or gender/women's studies, including Afro-American Studies, Native American Studies, African Studies, Gender and Women's Studies .
Contact: Christine Bohman-Cina <email@example.com>
Peter Muir teaches a small animal surgery course for veterinary professional students. Weekly take home, case-based assessment has been used for several years for this course. The course is designed to teach clinical subjects
using a principles / critical thinking approach. While pedagogically good, this approach produces a disconnect for students with most of the other courses in the veterinary school which use standard multiple choice question exams. A Delta intern would work with Peter on course development to further encourage student engagementwith the course and help students to understand how the course is structured to help their learning.
Dept: Veterinary - Dept of Surgical Sciences.
Course: 938-630 Small Animal Surgery.
Course info: Vet professional course, 3rd yr students. ~ 80 stds/yr. Capstone level.
Required background: Course content not critical; familiarity with assessment and course syllabus design.
Contact: Peter Muir <firstname.lastname@example.org>
A freshman engineering design course, InterEgr170, is
developing activities, materials and assessments to create a more scalable, active and inclusive course. One of the objectives is to increase student retentionin engineering, especially for underrepresented minorities including women. The course is project-based, and students spend the entire semester working on a team. An intern or team of interns could work with the instructors on these projects: 1. Develop online videos, quizzes, and related interactive class materials ( blended/flipped learning); 2. Select and implement strategies to improve teamwork skills for group work; 3. Provide supportive and inclusive learning environmentthrough course curriculum and student activities, e.g. bias training based on recommendations by the COE Equity and Diversity Committee. 4. Contribute to grant proposals and conference abstracts (such as ASEE).
Dept: Engineering, several.
Course: Inter Egr 170.
Course info: Project-based, large, first-year course dvided in ~10 sections.
Required background: By project # above: 1. Some experience with client-driven product design and/or problem-solving process; 2. Interest
in project-based teamwork best practices; 3. Interest in inclusive course strategies..
Contact: Tracy Jane Puccinelli <email@example.com> and Katie Kalscheur <firstname.lastname@example.org>
Claudia Calderon is intersted in working with a Delta intern on either of the following projects:
* Develop and assess an in-class
peer reviewnorming session to guide students to provide constructive feedback, as a way to enhance writing skills and improve student’s attitudes toward the peer review process.
hands-on activitiespertaining to horticulture, in a classroom setting that will foster problem-basedlearning.
Course: Horticulture 374: Tropical Horticulture.
Course info: Seminar. Required background: Biology, esp. plant biology. Knowledge of plant breeding, agriculture or horiculture are a plus.
Contact: Claudia Calderon <email@example.com>
The Physical Therapist Assistant two year associate degree program at Madison College wants to address
student retention issues. Many students who leave the program have difficulty with two Kinesiology courses that are both required as part of the core curriculum. A Delta intern will work with the faculty to develop support strategies for studentsin the courses. For example, an intern might create online materials or tutorialsfor students to access outside of class time. Or they could develop additional assignments or activitiesto engage students with the content in or after class. There is also the opportunity to develop an approach that adapts Madison College’s Supplemental Instruction model.
Dept: Kinesiology/Physical Therapy.
Course info: introductory.
Required background: Anatomy & physiology as well as kinesiology. Helpful but not necessary: Background with physical therapy.
Contact: Jamesetta Fousek <Fousek@madisoncollege.edu>
Microbiology 470: Microbial Genetics & Molecular Machines, has been largely transformed from the traditional lecture approach to leverage the
technology-enabled, active-learning WISCEL space(http://www.wiscel.wisc.edu/about/). Such learning spaces, and shifting courses to more hands-on, engaging activities, are an emerging national trend. How does this impact student learning, particularly for challenging topics? An intern would develop/adapt pre- and post-tests for a couple of topics across the more active and more traditional modules of the course, and explore student learning outcomes and experiences. Topics might include DNA topology (currently using a hands-on activity) and gene regulation (currently more lecture/problem set based).
Dept: Bacteriology, Microbiology.
Course: Microbiology 470: Microbial Genetics & Molecular Machines.
Course info: jr/sr level required for majors.
Required background: Molecular biology; exposure to genetics and biochemistry is helpful.
Contact: Devin Wixon <firstname.lastname@example.org>
Valentin Picasso is developing a course, Cropping Systems of the Tropics (Ag 377), integrating agroecology, environmental impacts and social dimensions. An intern could shape a project involving developing and assessing one of the following: using technology to
connect the classroom directlywith international farmers/researchers, service learningand engaging with local community members, and incorporating real-world elementssuch as cooking foods.
Dept: Agriculture, possibly x-l with Horticulture, Dairy Science, Animal Science, Soil Science, Agroecology, Global Health.
Course: Ag 377: Cropping Systems of the World.
Course info: A mix of students, up to 60; learner-centered with small group discussions and activities.
Required background: Course is broad. Some confidence in one of: Agronomy/Hort/Plant Sciences, Ecology/Botany, Food Science, Sociology/Economic Development.
Contact: Valentin Picasso Risso <email@example.com>
Lisa Lenertz teaches Biochemistry 501 (Introduction to Biochemistry). Enrollment in the course is enormous and there is a wide range in the abilities of the students enrolled. Lisa wants to develop a program to
help students who are struggling the most. A Delta intern will work with her to develop a strategy to recruit students into the program and to develop effective active learning exercises. There will be opportunities to facilitate a discussion section(s) and evaluate student learning. This course is taught spring, summer and fall. Lisa likes to help graduate students and postdocs who are interested in teaching obtain the experiences they need to develop a marketable teaching portfolio.
Course: Biochemistry 501: Intro to Biochemistry.
Course info: Primarily juniors; lg lecture + multiple discussion sections.
Required background: Some biochemistry;
Recommeded: active learning in small discussion section.
Contact: Lisa Lenertz <firstname.lastname@example.org>
Chris Johnson is developing a new minor degree in Aviation in the College of Engineering. The degree will be based on a ground school course, flight courses, Drone/UAV certification as well as business and human factors courses among others. Chris is interested in working with a Delta intern to
create a new UAV coursefor this training and certification. This is an opportunity to create the course from its beginning. An intern would work with Chris to develop learning objectives, educational content specific to UAV devices, and accompanying assessmentsof student learning.
Course info: Small seminar certification course toward licensure.
Required background: Helpful but not required: Some background in aviation. If content creation project, video editing experience helpful- although the program (Camtasia) is easy to learn.
Contact: Chris Johnson <email@example.com>
Jae-Hyuk Yu teaches Microbiology 305, an undergraduate seminar course about current topics in Microbiology. He is interested in generating new content for the course. A Delta intern will work with Jae-Hyuk to
create a teachable unit(1 hour of material, journal club style). This involves identifying a new and impactful paper in the field, developing homework assignments, in class questions and mini-lecturesbased on the topic. The teaching approach is based in sound teaching practices, including multiple activities to engage students, ongoing and rigorous assessment, and attention to diversity. An intern will have the opportunity to teach an entire sectionof Micro 305. The new teachable unit will be incorporated into 1 of 15 lectures for that semester. Micro 305 has 4 sections of about 16 undergraduates per section. Jae Hyuk's course engages students from the Microbiology Teaching Fellow program.
Course info: undergraduate seminar on current topics.
Required background: Any life sciences/biology-related background included, but not limited to: microbiology, genetics, molecular biology, biochemistry, plant pathology, virology; 3rd yr or later graduate student or post-doc.
Contact: Jae-Hyuk Yu <firstname.lastname@example.org>
Strategies to enhance service learning course in Human Ecology
Carolina teaches a
Dept: Human Ecology.
Course info: community-based service learning.
Contact: Carolina S. Sarmiento <email@example.com>
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Approaches to technology-enhanced and active learning instructional strategies [Any]
The Wisconsin Collaboratory for Enhanced Learning (WisCEL) uses
1. Develop and pilot
2. Get in-depth experience exploring mixed methods and qualitative data, working with an experienced program evaluator. Design a framework and
Contact: Sarah Mason <firstname.lastname@example.org>
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Developing a blended or 'flipped' learning course in the College of Engineering [Fall, Spring]
The College of Engineering is in the process of
Course info: Introductory; 80-100 students in blended mode.
Required background: Any STEM background, particularly chemistry. Engineering not required.
Contact: Trina McMahon <email@example.com>
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Informal science education activity development, testing and evaluation [Any]
The UW’s Materials Research Science and Engineering Center (UW MRSEC) Education Group uses examples of cutting edge research to teach people of all backgrounds fundamental science and engineering concepts and to excite them about the importance of science and engineering. This intern will work with the MRSEC staff to
Course info: K-12 outreach.
Required background: Any science background.
Contact: Anne Lynn Gillian-Daniel <firstname.lastname@example.org>
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Opportunities to explore learning in innovative face-to-face and virtual physics education projects
Duncan Carlsmith is developing a number of
1. Flexible Physics Mobile: The Flexible Physics project goal is to create mobile and web-based educational learning objects to help prepare students and TAs for physics labs. Videos are designed to bridge the gap between lecture and lab. (see: http://flexible.physics.wisc.edu/)
A Delta intern will have the opportunity to: Develop strategies to evaluate student learning from the videos; Assist with implementation of these video-based educational objects in the course; Develop strategies to evaluate different deployment strategies for mobile device use.
2. Garage Physics: The Garage Physics lab in Sterling Hall (see:https://wiki.physics.wisc.edu//garage) is an innovative model of sandbox self-study, mentoring, and invention intended to support hands-on learning and research. It offers undergraduates a place to play with physics demonstrations and equipment, to explore and develop existing and new techniques required for work in research laboratories, and to pursue creative ideas and conduct independent research in an unstructured safe environment.
A Delta intern will have the opportunity to: Assist in the development of education goals around use of the space; Develop assessment strategies for the open-lab experiment; Explore how the open-lab experiment aligns with or complements the goals and strategies in existing structured educational laboratories.
3. Actual Physics: Actual physics is a prototype for distance learners that offers web-accessible, remotely-controlled actuated real experiments. Experiments are designed to provide a user experience close to “being there”. In an experiment, the user would operate the actual equipment, make visual and auditory observations, and collect and analyze data.
A Delta intern will have the opportunity to: Consider goals and design strategies for this online learning environment; Assist with the development of a prototype experiment; Implement aspects of the prototype; Create an evaluation strategy around student learning promoted by the approach.
4. Physics Game Lab: A number of online and blended physics learning materials exist, but the lab component of physics classes is inadequately addressed online. Physics game lab engages students through opportunities to explore, discover and analyze physical principles online. The virtual labs will allow users to discover and use instrumentation, design experiments, observe physical processes, collect and analyze data, and share results and conclusions. A goal of the project is to design virtual experiences that can only be made available in a virtual environment (e.g., operation of the Large Hadron Collider).
A Delta intern will have the opportunity to: Assist with the design of the online laboratory learning environment; Explore gaming principles to support development of the virtual labs; Assist with the creation of a prototype laboratory; Develop a strategy to evaluate student learning in the online laboratory relative to a classroom-based setting.
Required background: Preferable physics or astronomy, and technology savvy or curious; creative and self-directed.
Contact: Duncan Carlsmith <email@example.com>
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Evaluating and addressing student incoming knowledge gaps in calculus at Madison College [Fall]
Getting students up to speed and
Course: Calculus I.
Contact: Sarah C Bannen <SCBANNEN@madisoncollege.edu>
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Assessing factors influencing elementary science instruction [Fall, Spring]
The Delta course “Engage Children in Science: Lead After-School Science Clubs” is a service learning course that provides training for both undergraduate and graduate students in how to effectively lead science activities with children. Students in the course
Contact: Dolly Ledin <firstname.lastname@example.org>
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Engage with the development of a skills-based Psychology course [Fall]
Vanessa Simmering is developing a senior seminar in Psychology, and an intern would engage with
Course: Psych special topics: Unexpected Influences on Child Development.
Course info: Senior capstone seminar, discussion-based, ~25 students.
Required background: Interest in the course goals; some background in psychology or child development helpful.
Contact: Vanessa Simmering <email@example.com>
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Explore learning community, science identity, success and retention in STEM [Semester: Course-dependent]
Chris Trimby is interested in projects involving learning communities; science identity; success and retention for first-year and transfer students; or other ideas based in your interests that fit with the course. Courses he is involved with include Exploring Biology, a first year concept-based course taught in the WisCEL, a technology-enabled active learning space; Secrets of Science, a small seminar exploring the science process; STEM Transfer seminar, a first-year seminar for STEM transfer students kicking off in fall 2017; and the STEM boot camp, a pre-semester program for incoming students, typically from underserved populations.
Course info: Varies.
Required background: Expl Bio and Secrets of Science: Biology background; STEM boot camp and transfer seminar: Any STEM background.
Contact: Chris Trimby <firstname.lastname@example.org>
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Work with hands-on Biotechnology Training Program at Madison College [Fall, Spring]
Oana Martin at Madison College teaches biochemistry and related courses as part of Madison College's hands-on Biotechnology Training Program. She is open to working with a Delta intern on various project ideas, including
Dept: Biotechnology Technician Program.
Course info: Proteins Bioseparations (Laboratory), Applied Biochemistry (lecture and laboratory).
Required background: Biology and Chemistry.
Contact: Oana Martin <email@example.com>
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Improve student success and integrate active learning for Intro Psych or a hybrid local/online Sociology course at Madison College [Fall]
Joe Anistranski at Madison College teaches Intro Psych, a 20 student lecture. He also teaches a blended telepresence/local Sociology course with 20 students. He is open to working with a Delta intern on various project ideas, including:
Course: Intro Psych & Sociology.
Course info: 20 std lecture.
Required background: Helpful- Background in psychology/development for both; sociology for the sociology course.
Contact: Joe Anistranski <firstname.lastname@example.org>
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Gain teaching experience and engage students with activities in a climate change course
Leah Horowitz teaches Climate Change Governance, a Nelson Institute course designed to engage students with small groups and activities. She is also moving toward blended/flipped classroom strategies. This opportunity offers a Delta intern strong
Dept: Nelson Institute for Environmental Studies.
Course: ES402: Climate Change Governance.
Course info: ~ 25-50 upper-level undergraduates.
Required background: Ideally some background in climate change.
Contact: Leah Horowitz <email@example.com>
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Develop and compare case studies for an introductory Biology course [Spring]
Faculty with Introductory Biology 152 are seeking an intern to assist in developing case studies for an entirely case-based section of the course. In its third year, the case section leverages
Course: Intro Bio 152.
Course info: Twice weekly case-section meetings and a weekly lab; approx 200 students in this section.
Required background: Background in any of the following: plant physiology, evolution, ecology.
Contact: Julie Collins <firstname.lastname@example.org>
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