Teaching in Science and Engineering: The College Classroom

Details

Thursday Section

Dates / Times (Fall 2022): Thursdays, 11:00am – 1:00pm, starting September 8
Instructor: Rosemary Russ
Location
: 229 Teacher Education
Credit information: 2 credits (optional)
Satisfies prerequisite toward the Delta Certificate: ΔΔ (2 deltas)

Register Here

Tuesday Section

Dates / Times (Fall 2022): Tuesdays, 1:20pm – 3:15pm, starting September 13
Instructor: Mitch Nathan and Jamie Henke
Location
: 2349 Engineering Hall
Credit information: 2 credits (optional)
Satisfies prerequisite toward the Delta Certificate: ΔΔ (2 deltas)

Register Here

Description

This course offers participants the opportunity to develop foundational knowledge of a wide range of pedagogical theories, ideas, and practices. The material in the course pulls from classical pedagogical literature as well as the latest science in cognitive research. An emphasis is placed on fostering a learner-centered classroom that highlights the interconnected cycle of teaching, learning, and assessment. Participants will engage in the course material using a Teaching-As-Research (TAR) approach and explore how excellence and diversity are intertwined. Together, we will create a learning community of reflective practitioners of teaching. More specifically, we will examine the literature in teaching and learning, produce learner-centered syllabi, and practice actual teaching in a supportive environment grounded in a TAR approach. After completing this course, participants will have tools to create an inclusive classroom environment that welcomes all learners and use a TAR approach in future classrooms of their own.

Instructor Bios

Dr. Rosemary Russ (Thursday section) earned a BS in Physics, Applied Mathematics, Statistics at North Carolina State University and a Ph.D. in Physics at the University of Maryland, working with the Physics Education Research Group to explore K–16+ student science learning. Across her 20-year career, she has focused on examining who and what counts as knowledge in different contexts and with different populations. Learn more Dr. Russ and her research interests.

Dr. Mitchell Nathan (Tuesday section) earned a BS in Electrical and Computer Engineering at Carnegie Mellon University and a Ph.D. in Cognitive Psychology at the University of Colorado at Boulder. He studies how we think, teach, and learn, with particular emphasis on the role that language and embodied processes plays in mathematics and engineering learning, teaching, educational assessment, and design. Learn more about Dr. Nathan and his research interests.

What do past participants say?

“THE best introduction I’ve had to connect best practices and teaching-as-research to the classroom.”

“My goals for the course were to gain a level of understanding on how to teach since I have 0 experience. I did achieve my goals, I now have an understanding of how to teach in a college classroom and foster a learning environment. Being a student for a long time, I now realize the lecture/PowerPoint approach, something I have seen often, is not always the best way to teach students.”

Questions?

Contact Delta at info@delta.wisc.edu