Intro to Evidence-Based STEM Teaching: Local UW–Madison Learning Community


Dates and times: 7 weeks on Fridays, 10:00am – 11:00am, June 24-August 5

Note: Please plan to spend 2 hours each week outside of our meeting time watching videos and completing assignments. The prep work for the first week will be sent one week prior to the start date, to be completed before the first meeting.
Location: Room 240 in Steenbock Library
Facilitators: Vinnie Rigoglioso (Chemistry) and Lai Wong (Educational Psychology)
Satisfies prerequisite toward the Delta Certificate: Δ (1 delta)

Register Here


How do you motivate students? What are some active learning strategies you might use in STEM courses, and what are their best practices? How do you offer and receive meaningful feedback with your students? Join this 7-week learning community to discuss and apply ideas that you will be introduced to through videos you’ll watch each week.

Prior to meeting each week, participants will watch a module of videos from An Introduction to Evidence-Based STEM Teaching, and complete a brief assignment. Our conversations will explore the topics and teaching strategies from the module, and apply the ideas to our own goals and teaching. The Delta core ideas of learning communities and learning-through-diversity will be threaded through our conversations.

The learning community will meet weekly on campus to discuss and go deeper with the content of the video-based course.

Weekly topics:

  1. Principles of learning part 1: Prior knowledge, mental models and knowledge organization
  2. Principles of learning part 2: Feedback and motivation
  3. Learning objectives
  4. Assessment
  5. Active learning
  6. Inclusive teaching
  7. Final lesson plan peer review and wrap up

What Do Past Participants Say?

For many of the topics that we covered, I was not familiar with the material at all. So, these videos served as great introductions to theories and strategies.”

“I liked that we were exposed to a variety of learning activities. It was helpful to both experience them as a participant and to think about them critically as an educator. It definitely gave me a lot of good ideas for activities I can implement in my own classes.”

“The meta-moments were great because they helped cement why the activities we did were so useful for student learning. They also helped us understand the pitfalls with some activities.”


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