While research has established that learning is an effortful process, which requires students to process information,
classroom practices in science and engineering have yet to undergo the transformation necessary to make active and
collaborative learning the norm.
This course offers an opportunity to discover and practice effective research-supported strategies for teaching and
presenting in science and engineering. We focus on techniques that enable students to engage in disciplinary thinking,
effectively transfer their skills into practice, address challenges inherent to different audiences and differences within
audiences, make effective use of high tech or low tech presentation tools.
The goals of this course are:
• To present research-informed strategies for teaching and presenting in science and engineering.
• To offer intensive opportunities for students to practice interactive lecturing and to receive feedback.
• To provide a framework for continued progress towards personal goals for teaching science and engineering for
diverse audiences.
This course focuses on lecturing in higher education, and does not lead to a recognized teaching qualification for primary
classroom practices in science and engineering have yet to undergo the transformation necessary to make active and
collaborative learning the norm.
This course offers an opportunity to discover and practice effective research-supported strategies for teaching and
presenting in science and engineering. We focus on techniques that enable students to engage in disciplinary thinking,
effectively transfer their skills into practice, address challenges inherent to different audiences and differences within
audiences, make effective use of high tech or low tech presentation tools.
The goals of this course are:
• To present research-informed strategies for teaching and presenting in science and engineering.
• To offer intensive opportunities for students to practice interactive lecturing and to receive feedback.
• To provide a framework for continued progress towards personal goals for teaching science and engineering for
diverse audiences.
This course focuses on lecturing in higher education, and does not lead to a recognized teaching qualification for primary
or post-primary schools.
The course has 4 components:
- interactive lectures on discipline-specific teaching practises in Engineering contextualised with recent advances in educational research (15h),
- preparatory reading and online actitivites around research evidence on teaching and learning in Engineering (5h independent work),
- skills labs in which participants will give practice lessons and get feedback (20h), and
- preparation of 5 mini lessons and a project report describing the evidence base you employed (20h independent work).
This course focuses on lecturing in higher education, and does not lead to a recognized teaching qualification for primary or post-primary schools.
Format
Intensive course in runs for 5 full days in Spring 2024: Feb 8, 9, 16, and 23 and March 1. Each day consists of an
interactive morning lecture and afternoon skill labs, preceded by preparatory reading assignment. The final
project report is due on 18.03.2024.
- Professor: Joelyn de Lima
- Professor: Siara Ruth Isaac
