Topic: A discussion on the reduction of cognitive load and what can be done to help students distinguish important things from less important things.
Required Readings:
Mayer, R., & Moreno, R. (2003). Nine Ways to Reduce Cognitive Load in Multimedia Learning. Educational Psychologist,38(1); pp. 43–52. DOI: 10.1207/S15326985EP3801_6 -- LINK
Topic: Error, a lever for learning and teaching.
Required Readings:
Chathampally, Y., Cooper, B., Wood, D. B., Tudor, G., & Gottlie, M. (2020). Evolving from Morbidity and Mortality to a Case-based Error Reduction Conference: Evidence-based Best Practices from the Council of Emergency Medicine Residency Directors. West J Emerg Med.,21(6); pp. 231–241. DOI: 10.5811/westjem.2020.7.47583 -- LINK
Topic: Simulation based learning in undergraduate level courses
Required Readings:
Campbell, J. O., Bourne, J. R., Mosterman, P. J., & Brodersen, A. J. (2002). The Effectiveness of Learning Simulations for Electronic Laboratories. Journal of Engineering Education,91(1); pp. 81-87. DOI: 10.1002/j.2168-9830.2002.tb00675.x -- LINK
Topic: How to effectively teach when the issue is controversial and provoking.
Required Readings:
Alexakos, K., Pride, L.D., Amat, A., Tsetsakos, P., Lee, K. J., Paylor-Smith, C., Zapata, C., Wright, S., & Smith, T. (2016). Mindfulness and discussing "thorny" issues in the classroom. Cultural Studies of Science Education,11(3); pp. 741–769. DOI:10.1007/s11422-015-9718-0 -- LINK
Required Readings:
English, M.C., & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning,7(2); pp. 128-146. DOI: 10.7771/1541-5015.1339 -- LINK
Topic: Instructor Talk
Required Readings:
Harrison, C.D., et al. (2019). Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE - Life Sciences Education,18(3); pp. 1-23. DOI: 10.1187/cbe.18-10-0215 -- LINK
Recommended Readings:
Evidence-based teaching strategies that foster inclusion, promote active learning, and enable assessment are highly applicable beyond classrooms and are relevant in most professional settings, including every career type in the sciences. In this interactive workshop, participants will engage in a series of small group conversations with multiple scientific professionals pursuing a variety of science careers.
Evidence suggests that learning is enhanced when instructors accurately anticipate learners' misconceptions. In this interactive workshop, participants will examine the broad impacts of a common misconception in the sciences. Participants will then collaborate to construct a bank of misconceptions to assist them in anticipating alternative ideas about their fields that they might encounter during classes, scientific presentations, and job talks.
There’s no substitute for practice when it comes to developing teaching skills. The Microteaching Symposium is your chance to learn evidence-based, inclusive teaching strategies and get practice and feedback running a classroom activity. Gain insights into how people learn and how to design activities accordingly during this special event.
**This is a two part workshop, taking place on April 6th and April 8th**
Microteaching Symposium - Part I: Tuesday, April 6, 4:00pm –5:30pm PT
There’s no substitute for practice when it comes to developing teaching skills. The Microteaching Symposium is your chance to learn evidence-based, inclusive teaching strategies and get practice and feedback running a classroom activity. Gain insights into how people learn and how to design activities accordingly during this special event.
**This is a two part workshop, taking place on April 6th and April 8th**
Microteaching Symposium - Part I: Tuesday, April 6, 4:00pm –5:30pm PT