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Internship Opportunities

The Delta Program partners with faculty and staff around campus to shape a variety of internship opportunities in teaching and learning. You may work with Delta and other faculty to create your own internship projects, or consider the following listings. Internship projects can take place anywhere people are learning, and address any challenge in student learning that supports your future career goals.

 

Fall Projects (attend Pre-Internship Workshop in the spring)

» Online Course Assessment and Design experience in several STEM fields [fall 2017, spring 2018]

» Introductory engineering course open to projects across several high-impact teaching strategies [Fall, Spring]

» Help with the development of asynchronous, online training modules for various conservation/environmental agencies [Fall, Spring & Summer]

» Explore online homework or develop assignments in introductory Calculus [Fall]

» Engage with the development of an innovative course in computational materials science

» Support an undergraduate project-based learning community at the intersection of machine learning science and engineering

» Work with a project-based design course in energy and sustainability

» Improving student learning in introductory psychology courses at Madison College

» Explore an approach that interests you to tackle common problems in General Chemistry

» Improve student learning using online, face-to-face, or telepresence methods for Afro-American, women's, and other history classes at Madison College [Fall, Spring, Summer]

» Engage students with active learning approaches [November-December]

» Integrate online, group work and inclusive strategies in a project-based introductory engineering design course

» Integrate peer reviewed writing and problem based activities into a broad horticulture course

» Address student retention issues in kinesiology at Madison College [Fall, Spring and Summer]

» Explore student learning in an upper level Microbiology course taught in a technology-enabled, active learning space (WISCEL)

» Support underperforming students learning with active methods in a large biochemistry course [Fall, Spring and Summer]

» Help develop a new drone aviation course in College of Engineering

» Create a teachable unit for a microbiology seminar course [Oct-Dec planning; Spring course]

» Strategies to enhance service learning course in Human Ecology

» Approaches to technology-enhanced and active learning instructional strategies [Any]

» Developing a blended or 'flipped' learning course in the College of Engineering

» Informal science education activity development, testing and evaluation [Any]

» Opportunities to explore learning in innovative face-to-face and virtual physics education projects

» Evaluating and addressing student incoming knowledge gaps in calculus at Madison College

» Engage with the development of a skills-based Psychology course

» Work with hands-on Biotechnology Training Program at Madison College

» Improve student success & integrate active learning for Intro Psych or hybrid local/online Sociology course at Madison College

» Gain teaching experience and engage students with activities in a climate change course

Spring Projects (attend Pre-Internship Workshop in the fall)

» Online Course Assessment and Design experience in several STEM fields [fall 2017, spring 2018]

» Introductory engineering course open to projects across several high-impact teaching strategies [Fall, Spring]

» Help with the development of asynchronous, online training modules for various conservation/environmental agencies [Fall, Spring & Summer]

» Engage with the development of an innovative course in computational materials science

» Support an undergraduate project-based learning community at the intersection of machine learning science and engineering

» Improving active learning strategies in a Bio/Psych course

» Work with a project-based design course in energy and sustainability

» Improving student learning in introductory psychology courses at Madison College

» Develop active learning strategies for introductory psychology at Madison College

» Explore an approach that interests you to tackle common problems in General Chemistry

» Improve student learning using online, face-to-face, or telepresence methods for Afro-American, women's, and other history classes at Madison College [Fall, Spring, Summer]

» Integrate online, group work and inclusive strategies in a project-based introductory engineering design course

» Address student retention issues in kinesiology at Madison College [Fall, Spring and Summer]

» Incorporate international and community connections into a broad agroecology course

» Support underperforming students learning with active methods in a large biochemistry course [Fall, Spring and Summer]

» Help develop a new drone aviation course in College of Engineering

» Strategies to enhance service learning course in Human Ecology

» Approaches to technology-enhanced and active learning instructional strategies [Any]

» Developing a blended or 'flipped' learning course in the College of Engineering

» Informal science education activity development, testing and evaluation [Any]

» Opportunities to explore learning in innovative face-to-face and virtual physics education projects

» Work with hands-on Biotechnology Training Program at Madison College

» Gain teaching experience and engage students with activities in a climate change course

» Develop and compare case studies for an introductory Biology course

 

Online Course Assessment and Design experience in several STEM fields [fall 2017, spring 2018]

The Independent Learning Team in the Division of Continuing Studies at UW-Madison is recruiting student-centered advanced graduate students and post-docs interested in learning about teaching and learning online to assess course offerings in STEM fields. Interns will use backwards course design to develop and revise course offerings in accordance with best practices for teaching and learning online. The Independent Learning program offers credit-for-transfer courses across several fields, with a rich history of correspondence course offerings. The intern will be involved with assessment of existing courses, as well as working with the academic program director to develop an engaging new online course.

 

Successful candidates will have no-cost access to best practices training in online course design and instruction including an 8-unit orientation to online teaching, ongoing professional development trainings, and one-on-one mentoring with the academic program director. This opportunity offers in-depth experience that will require a greater time commitment of 25% (approx 10 hrs/wk), and planning will start November 1, 2017.


Dept: Independent Learning Team in the Division of Continuing Studies
Course:
Various
Course info: Online
Required background:
3rd-yr + graduate students or post-docs who are committed to accessibility of education and student success. Candidates must have experience in teaching or research fields of Microbiology, Astronomy, Physics, or Weather and Climate.
Contact: Sarah Korpi <sarah.korpi@wisc.edu> or Mary Thompson <mary.thompson@wisc.edu>

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Introductory engineering course open to projects across several high-impact teaching strategies [Fall, Spring]

Engage with a new intro to mechanical engineering course aiming to introduce the field of mechanical engineering to students, and to improve retention of underrepresented minorities, including women. Projects of interest include technical content development, effective group work, incorporating writing into technical classes, or improving student self-efficacy.


Dept: Mechanical Engineering
Course:
ME 201 - Intro to Mechanical Engineering
Course info: Large lectures + small lab sections. 
Required background:
Engineering, or physics, mechanic training/experience or lab training/experience.
Contact: Corinne Henak <chenak@wisc.edu>

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Help with the development of asynchronous, online training modules for various conservation/environmental agencies [Fall, Spring & Summer]

 This is a unique opportunity to learn about best practices in online teaching and learning, as well as processes and professional roles for large-scale online training programs for federal agencies. One task of the UW Environmental Resources Center (ERC) is to develop asynchronous, online modules on various conservation and environmentally-related topics. Projects and clients include the NRCS (Natural Resources Conservation Service) certification program for conservation planners, the FSA (Farm Service Agency) conservation policy training, and a self-paced training for the USDA Agricultural Research Service (ARC) tool used for watershed-level planning involving GIS information. This process involves the ERC instructional and evaluation designers collaborating with NRCS or FSA content experts.

 

A Delta intern might take several roles, including participation in planning meetings with content experts to develop learning outcomes; winnowing, scoping, and sequencing the content; or designing and mapping activities to scaffold content and engage learners. For a spring 2018 internship, the module would be environmental compliance for FSA; for spring/summer 2018, the module would be streambank erosion monitoring (NRCS) or conservation planning framework toolkit (ARS).


Dept: UW Environmental Resources Center, Instructional Design
Course:
Various
Required background:
Required- Interest in online teaching and learning and e-learning development; interest in conservation planning, soils, environmental policy, or environmental compliance. For ARS: Interest in use of GIS-based tools to support conservation planning. Desired- Technical capabilities or interest in video, storyboard.
Contact: Devin Wixon <wixon@wisc.edu>

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Explore online homework or develop assignments in introductory Calculus [Fall]

An introductory Calculus course is often challenging, and this course with primarily pre-business majors is a great opportunity to explore student learning. An intern project with the course could take a quasi-experimental design, considering alternative interventions ('control') and large numbers of students. Prof Wood is interested in projects including:  investigating how online homework can best promote student learning; adding assignments allowing for more frequent weekly feedback (additional 'formative' assessments); or comparing online to written homework. The online homework tool used is Webwork, the premier open source online math homework software that's not difficult to learn.


Dept: Math, Statistics.  
Course:
Calculus 211. 
Course info:
Primarily first & second years, lecture ~ 220 students.  Most  students are hoping to enter the undergraduate business degree program.
Required background:
Willing to learn how to use the somewhat clunky WeBWorK web-interface.
Contact: Philip Wood <pmwood@math.wisc.edu>

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Engage with the development of an innovative course in computational materials science [Fall, Spring]

Gain authentic experience with faculty-level teaching responsibilities and an emerging, high-demand field by engaging with the development of a new, largely flipped-classroom course. 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 <ddmorgan@wisc.edu

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Support an undergraduate project-based learning community at the intersection of machine learning science and engineering [Fall, Spring]

Gain professional development in teaching and mentoring undergraduates as well as expertise in an interdisciplinary, emerging field by doing an internship with the team behind “Informatics Skunkworks”, a group supporting undergraduates with project-based learning about 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 community of 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 <ddmorgan@wisc.edu

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Improving active learning strategies in a Bio/Psych course [Spring]

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 institution that 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 <waraczym@uww.edu

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Work with a project-based design course in energy and sustainability [Fall, Spring]

Scott Williams of the Wisconsin Energy Institute is co-teaching an innovative, project-based course using 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 learning 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.

Dept: Engineering. 

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 <spwilliams@wisc.edu>

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Improving student learning in introductory psychology courses at Madison College [Fall, Spring]

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.

Dept: Psychology. 

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>

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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 learning using active learning activities or technology-based strategies.

 

Dept: Psychology.

Course: Intro Psychology, incl brain structure and function.

Course info: Course includes group work activities.

Required background: Psychology.
Contact: Maryann Dubree <mdubree@madisoncollege.edu>

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Explore an approach that interests you to tackle common problems in General Chemistry [Fall, Spring]

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 underperforming  students. Strategies might include problem-based learning, case studies, active learning, peer-study groups, inquiry labs, or integrating technology such as a flipped classroom.

 

Dept: Chemistry.

Course: Chem 134 (includes lab)

Course info: 32 students per class; 2 classes

Required background: Introductory chemistry.
Contact: Nilhan Gunasekera <ngunasekera@madisoncollege.edu>

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Improve student learning using online, face-to-face, or telepresence methods for Afro-American, women's, and other history classes at Madison College [Fall, Spring, Summer]

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 learning to peer-study groups and 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.

 

Dept: History.

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 <cbohman-cina@madisoncollege.edu>

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Engage students with active learning approaches [November-December]

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 engagement with 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 <peter.muir@wisc.edu>

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Integrate online, group work and inclusive strategies in a project-based introductory engineering design course [Fall, Spring]

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 retention in 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 environment through 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 divided 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 Puccinelli  <tjpuccinelli@bme.wisc.edu>

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Integrate peer reviewed writing and problem based activities into a broad horticulture course [Fall]

Claudia Calderon is interested in working with a Delta intern on either of the following projects:
* Develop and assess  an in-class peer review norming 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.
* Integrate hands-on activities pertaining to horticulture, in a classroom setting that will foster problem-based learning. 

Dept: Horticulture. 

Course: Horticulture 374: Tropical Horticulture. 

Course info: Seminar. Required background: Biology, esp. plant biology. Knowledge of plant breeding, agriculture or horticulture are a plus.
Contact: Claudia Calderon <cicalderon@wisc.edu

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Address student retention issues in kinesiology at Madison College [Fall, Spring and Summer]

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 students in the courses. For example, an intern might create online materials or tutorials for students to access outside of class time. Or they could develop additional assignments or activities to 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: multiple.

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>

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Explore student learning in an upper level Microbiology course taught in a technology-enabled, active learning space (WISCEL) [Fall]

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 <wixon@wisc.edu>

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Incorporate international and community connections into a broad agroecology course [Spring]

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 directly with international farmers/researchers, service learning and engaging with local community members, and incorporating real-world elements such 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 <picassorisso@wisc.edu>

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Support underperforming students learning with active methods in a large biochemistry course [Fall, Spring and Summer]

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.

 

Dept: Biochemistry.

Course: Biochemistry 501: Intro to Biochemistry.

Course info: Primarily juniors; lg lecture + multiple discussion sections.

Required background: Some biochemistry;

Recommended: active learning in small discussion section.
Contact: Lisa Lenertz <lenertzlinde@wisc.edu>

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Help develop a new drone aviation course in College of Engineering [Fall, Spring]

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 course for 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 assessments of student learning.

 

Dept: Engineering.

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 <cmjohnson28@wisc.edu>

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Create a teachable unit for a microbiology seminar course [Oct-Dec planning; Spring course]

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-lectures based 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 section of 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.

 

Dept: Microbiology.

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 <jyu1@wisc.edu>

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Strategies to enhance service learning course in Human Ecology
Carolina teaches a community-based service learning course in the UW School of Human Ecology. As the course involves partnering with diverse urban communities, one challenge is ensuring that the students (largely white) engage effectively with communities different from themselves. A Delta intern will help explore this challenge and strategies to enhance the course, working with quantitative and qualitative data. Options include working with supplementary opportunities such as workshops exploring values and experiences, using materials such as games to achieve educational objectives, and developing strategies to evaluate student learning its relationship to diversity.

Dept: Human Ecology.
Course info: community-based service learning.
Contact: Carolina S. Sarmiento <carolina.sarmiento@wisc.edu>
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Approaches to technology-enhanced and active learning instructional strategies [Any]
The Wisconsin Collaboratory for Enhanced Learning (WisCEL) uses technology-enhanced, collaboration-friendly spaces to promote student-centered active learning. Two opportunities are available. Both offer the intern an opportunity to get a broad view of approaches to technology-enhanced and active learning instructional strategies.
1. Develop and pilot observational protocols to evaluate active learning strategies. This offers an intern the opportunity to connect with a developing topic in the teaching and learning literature and field-test a tool across multiple courses taught in the WisCEL.
2. Get in-depth experience exploring mixed methods and qualitative data, working with an experienced program evaluator. Design a framework and analyze existing qualitative and quantitative datasets regarding the use of the WisCEL space for active, collaborative and flipped instructional strategies, and classroom integration of technology.  Analyses will consider use and impacts of strategies and WisCEL resources (i.e., within-courses, between-courses, and over time).

Dept: Several.
Course: Several.
Contact: Sarah Mason <samason@wisc.edu>
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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 “flipping” many core courses in order to create blended learning environments. This involves providing course content to students outside of the classroom, so class sessions can be used for higher order activities like problem solving. A Delta intern will work with Trina to develop course content for face-to-face and online delivery and problem-based modules. They will also help implement the course and evaluate student learning from the flipped classroom approach.

Dept: Engineering.
Course: Several.
Course info: Introductory; 80-100 students in blended mode.
Required background
: Any STEM background, particularly chemistry. Engineering not required.
Contact: Trina McMahon <tmcmahon@cae.wisc.edu>
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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 create, field test, and evaluate a new education activity. They will learn about informal science education, explore how to effectively communicate science to public audiences, learn about translating research science to K-12 appropriate activities, and discover how to assess participant learning in informal education.

Dept: Outreach.
Course
: Any.
Course info
: K-12 outreach.
Required background
: Any science background.
Contact: Anne Lynn Gillian-Daniel <agillian@wisc.edu>
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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 novel approaches to teaching physics, many using a virtual or blended learning environment. Across the projects listed below, a Delta intern will have the opportunity to explore physics education in a novel (often virtual) setting, think about development of prototype materials to promote learning and create an evaluation strategy to gauge the effectiveness of the approach for promoting student learning.

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.

Dept: Physics.
Course
: Several.
Required background
: Preferable physics or astronomy, and technology savvy or curious; creative and self-directed.
Contact: Duncan Carlsmith <duncancarlsmith@gmail.com>
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Evaluating and addressing student incoming knowledge gaps in calculus at Madison College [Fall]
Getting students up to speed and addressing incoming knowledge gaps for any math class is challenging, and this Madison College project offers a great opportunity to explore math learning with a diverse student population.  A Delta intern would help to first understand patterns and sources of knowledge gaps. Strategies to date have included lectures/homework, review packets, and quizzes. A follow-up semester to address knowledge gaps might incorporate the Assessment and Learning in Knowledge Spaces (ALEKS, https://www.aleks.com/about_aleks) system,  a web-based, artificially intelligent mathematics learning product that is designed to assess and improve student facility with pre-calculus topics.

Dept: Math.
Course
: Calculus I.
Contact: Sarah C Bannen <SCBANNEN@madisoncollege.edu>
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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 designing and aligning learning outcomes, assessments and activities. The seminar is focused on analytical skill outcomes across student-driven content. Course goals include evaluating and interpreting popular press articles relative to primary research, and understanding the complexity of factors contributing to human development outcomes. The course could also involve blended learning or collaborative group work projects.

Dept: Psychology.
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 <simmering@wisc.edu>
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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 improving student conceptual understanding and study skill development by strategies such as project-based learning, online quizzes and videos, and adding authentic inquiry components and new experiments to the labs.

Dept: Biotechnology Technician Program.
Course: Various.
Course info
: Proteins Bioseparations (Laboratory), Applied Biochemistry (lecture and laboratory).
Required background
: Biology and Chemistry.
Contact: Oana Martin <ommartin@madisoncollege.edu>
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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: improving student conceptual understanding; improving drop and fail rates; study skill development; and the development of new course materials. Strategies might include connecting the course to real-world student experiences, problem-based learning, or integrating technology and active learning into the course. NOTE: The courses are held at the Fort Atkinson site (about 40 min drive from campus); meetings with Joe for project development & discussion would be on or near the UW Madison campus.

Dept: Psychology.
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 <anistranski@live.com>
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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 direct contact and teaching experience, as the intern would work with Leah to lead one weekly discussion with in-class activities (the intern would be expected to attend course lectures 2/week.) Project ideas of interest include using best practices to improve small group discussions and in-class activities and assessments, and using lecture videos and in-class activities to move toward a blended classroom model. Course content examines efforts to mitigate across scales from international treaties to individual behavior.

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 <lhorowitz@wisc.edu>
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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 active learning, independent research, and regular scientific writing practice to engage students in the biological sciences. A Delta intern would have the opportunity to develop and assess new case studies, as well as comparing learning outcomes with existing case studies and traditional strategies.

Dept: Zoology.
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 <jecollins4@wisc.edu>
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