This course provides didactic instruction for effective STEM teaching strategies using evidence based methods.
In this course I will learn how to:
Engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning
Develop methods to help students think more like experts using inquiry-based labs and similar activities
Turn classrooms into learning communities through cooperative learning and using the diverse perspectives of students
Use approaches like flipped classrooms that make it possible to build active and collaborative learning into the classroom
Teaching and Learning Seminar I
This course explores classroom research on teaching and learning through the two types of classroom research: Scholarship of Teaching and Learning (SoTL) and Teaching as Research (TAR).
In this course I will learn the elements of a SoTL/TAR project, refine a TAR project idea, and design a workable TAR project.
CIRTL Teaching Practicum
The purpose of this course was to shadow an instructor and assess the teaching process over a semester. For this course I shadowed Dr. Rhonda McLain in NUR 318, Pathophysiologic Concepts.
Developing a Teaching Portfolio
In this course I learned to build my professional teaching portfolio by crafting a personal philosophy of teaching, gathering evidence of teaching effectiveness, and developing new ideas for how to showcase my teaching skills and experiences.
This course provided an opportunity to examine my beliefs about teaching and learning and apply that understanding to write a personal Philosophy of Teaching.
Teaching and Learning Seminar
This seminar discussion course utilized the book, How People Learn: 7 Research-based Principles for Smart Teaching, as a platform to discuss evidenced-based principles for effective learning.
Introduction to Evidence-based STEM Teaching
In this course I learned effective teaching strategies to create a learning environment that promotes active learning, an inclusive community, and addresses multiple learning domains.
As part of my graduate studies at Emory University, I completed the Teaching Assistant Training and Teaching Opportunity (TATTO) program. There were four stages of the TATTO program. These stages provided credible training and optimal teaching experience in a graduated program.
1. The first stage of TATTO is a short course taken immediately prior the first teaching experience. Faculty for this course were drawn from among the best teachers across the University. The course covered general topics of importance to all students, including syllabus writing and grading, lecturing and leading discussions, the use of writing as a pedagogical tool, the conduct of lab sessions, and the use of new technologies.
2. In the second stage, the nursing program provided training that addresses intellectual problems and teaching strategies from the perspective of the nursing discipline. This objectives/outcomes of this course were to:
Develop a personal philosophy of education and analyze how that philosophy will have an impact your role as a teacher
Distinguish the role of the learner and teacher in achieving desired educational outcomes
Analyze pedagogical methods that address contemporary issues in nursing education.
Discuss and critique curricular issues in a practice disciple and construct a model curriculum.
Examine evaluation methods used within a practice disciple and develop evaluations tools to assess learning.
Recognize the importance of the scholarship of teaching and develop a personnel plan for developing pedagogical excellence.
3. The teaching assistantship was the third stage of the TATTO program. The teaching assistant was closely supervised by a faculty member who provided continuing guidance and evaluation. My teaching assistantship was completed in an undergraduate ecology course, in which I had the opportunity to give course lectures, assist with course laboratory activities, and accompany students on a weekend trip to complete ecological field work in Highlands, North Carolina.
4. The teaching associateship, the fourth stage of the TATTO program, a teaching opportunity with greater responsibilities. I took on a co-teaching role for the Genetics course in Nurse Practitioner program. This provided me an opportunity to collaborate in all aspects of the course with the lead instructor, and I was able to contribute to course structure, content, and student assessment.