Past TIGER Activities
Issues in the STEM Fields
Spring 2008
| January 24 |
Conceptual Understanding Versus Algorithmic Learning
Margaret Asirvatham, Senior Instructor, Chemistry
Thomas Pentecost, Chem Ed Specialist, Chemistry
We had evidence that general chemistry students were able to solve problems without a firm understanding of the concepts that underlie the problem. To address this weakness, conceptual challenge questions were developed. These are now part of a larger effort that includes redesigned recitation materials and TA training that focus on students’ conceptual understanding in addition to their algorithmic problem solving ability. |
| January 31 |
Teaching with Questions: Or, How to Make Students Love a Quiz
Ned Friedman, Professor, Ecology & Evolutionary Biology
We will examine the use of a series of questions designed to upset and confront student assumptions about their presumed knowledge of a topic. I will show that the use of an ungraded “quiz” at the beginning of class can, if designed properly, promote vigorous student participation in the discussion of complex topics. Moreover, this approach to the initiation of a new topic allows the instructor to initiate a dialogue that stimulates the generation of further questions by the students themselves. |
| February 7 |
Teaching Science to the Rest of Us
Jamison Smith, Instructor, Research Associate, LASP
Undergraduate students focusing on majors outside of the sciences have different abilities and different science needs than those who intend to pursue a scientific career. Typically, professors ignore these needs. I will contrast typical science lectures with the more humane - and less mathematical - lectures I am attempting to deliver. Such lectures are critical for addressing scientific issues, such as climate change, that require widespread participation of non-scientists to effect a solution. |
| February 21 |
Time Management 101
Patricia Rankin, Professor, Physics
One of the most useful skills an individual can develop is an ability to use time effectively. While there is no one technique that works for everyone there are some basic principles to follow in designing systems that will work for you. Professor Rankin gives an overview of what to think about in developing your work patterns and suggests some options. |
| February 28 |
Pedagogical Strategies for the Effective Use of Clickers: Active Learning, Question Types, and the Attendance Monitoring Issue
Angel Hoekstra, PhD Candidate, Sociology
This presentation utilizes data gathered from students using clickers in four different disciplines (Sociology, Chemistry, Astronomy, Journalism) to address effective ways to use clickers in college courses. Drawing from student views as gathered from survey data, interviews, student free writes and participant observation notes, five different types of clicker questions are discussed. |
| March 6 |
Catastrophe Mitigation in Classrooms
Beth Dusinberre, Associate Professor, Classics
Professor Dusinberre discusses what teachers can do to handle technological, medical and other types of catastrophes that occur in all our classrooms. |
| March 13 |
Using Experiments in Teaching
Dobroslav Znidarcic, Professor, Civil Engineering
Experiments are used throughout the course to help the students gain an insight into the physics of the phenomena being discussed. The experimental results are then utilized to develop abstract theories explaining the observed behavior. This approach enables an easier comprehension of the material and a deeper understanding of the phenomena compared to a classical approach where only the theory is presented. |
| March 20 |
Adapting Study Strategies for STEM Courses
Sherry Snyder, Director, Student Programs Engineering
This session will cover cognitive study strategies and how they were adapted for STEM courses. Participants will have the opportunity to learn and practice these strategies. |
| April 3 |
Socratic Portfolios for the STEM Disciplines
Laura L.B. Border, Director, Graduate Teacher Program
Writing a narrative about and documenting your interests and experience in research, teaching, and service prepares you for the next step in your career. |
Issues in the STEM Fields
Fall 2007
| September 13 |
Writing a Socratic Portfolio for the STEM Disciplines
Laura L.B. Border, Director, Graduate Teacher Program |
| September 20 |
Successfully Teaching for Diversity in the STEM Disciplines
Lisa Engweiler, CIRTL Coordinator, Graduate Teacher Program |
| September 27 |
How to Improve Student Attitudes in Science Labs: Research on Influences of Lab Design on Student Attitudes
John Basey, Senior Instructor, Ecology and Evolutionary Biology |
| October 4 |
Refective Course development: Creating a CIRTL Instructional Materials Development Course for STEM Disciplines
Lillian Tong, PhD, Faculty Associate, Center for Biology Education, UW-Madison |
| October 11 |
From Lab to Startup: First Steps in Launching a New Business
Ted Weverka, CU Technology Transfer Office |
| October 18 |
Using Experiments in Teaching
Dobroslav Znidarcic, Professor, Civil Engineering |
| October 25 |
Reaching Out to All Your Students
Tara Fay, Lead Graduate Teacher, Integrative Physiology |
From 1st Day to Postdoc: Excelling in Your Graduate Research Years
Summer 2007
June 5
|
Successfully Navigating the Doctorate
Kristi Anseth, Tisone Professor and HHMI Investigator, Chemical and Biological Engineering |
June 12
|
Successfully Negotiating with Advisors, Mentors, and Dissertation Committees
John Stevenson, Associate Vice Chancellor for Graduate Education, Graduate School |
June 19
|
Setting Up Your Graduate Research Plan
Russell Moore, Associate Vice Chancellor for Research, Graduate School |
June 26
|
Mistakes an HRC Proposal Reviewer Has Identified
Claire Dunne, HRCA Panel A Coordinator, Graduate School |
July 10
|
Starting a STEM Teaching or Professional Portfolio
Laura Border, Director, Graduate Teacher Program |
July 17
|
Applying for a Postdoctoral Position
Stein Sture, Professor, Engineering |
July 24
|
Planning and Writing Your Dissertation
Patricia Sullivan, Director, Program for Writing and Rhetoric |
Spring 2007
February 1
ATLAS 200
|
What is the National CIRTL Network?
Julie Schneider, CIRTL Network RA, GTP |
February 8
ATLAS 200 |
CIRTL's View of Learning Communities
Dr. PJ Bennett, MCDB, GTP |
February 15
ATLAS 200 |
The Gender Gap in Physics
Lauren Kost, Lead Graduate Teacher, Physics |
February 22
ATLAS 200 |
Building a Diversity Exercise in Your Classroom
Beverly Louie, Director, Women in Engineering |
March 1
ATLAS 200 |
Scholarship of Teaching and Learning
Steve Pollock, Associate Professor, Physics |
March 8
ATLAS 200 |
How Research Can Improve Teaching and Learning
Dr. Mary Nelson, Instructor, Applied Mathematics |
March 15
ATLAS 200
|
Controversies in the Classroom
Erica Delgadillo, PhD Student, Communications |
March 22
ATLAS 200 |
Giving Faculty a 21st Century Skill Set
Patricia Rankin, Associate Professor, Physics |
Fall 2006
October 2
ATLAS 200
|
Teaching as Research (TAR): Introduction |
October 9
ATLAS 200 |
Learning Communities (LC): Introduction |
October 16
ATLAS 200 |
Learning through Diversity (LtD): Introduction |
October 23
ATLAS 200 |
TAR: Literature Review |
October 30
ATLAS 200 |
LC: Literature Review |
November 6
ATLAS 200 |
LtD: Literature Review |
November 13
ATLAS 200
|
TAR: Further Discussion |
November 14
Redfish |
Café Scientifique |
November 27
ATLAS 200 |
LC: Further Discussion |
December 4
ATLAS 200 |
LtD: Further Discussion |
Summer 2006
| July 5, 2006 |
Introduction to TIGER & Learning foundational knowledge
|
| July 6, 2006 |
Introduction to TIGER & Shared discovery and learning
|
| July 7, 2006 |
Introduction to TIGER & The learning implications of students diverse backgrounds
|
| July 12, 2006 |
Creating objectives for student learning
|
| July 13, 2006 |
Functional connections among learners |
| July 14, 2006 |
Curricular, teaching and assessment practices that promote learning for all |
| July 19, 2006 |
Developing a hypothesis for practices to achieve the learning objectives Developing and implementing teaching practices within an experimental design; |
| July 20, 2006 |
Connections to other related learning and life experiences |
| July 21, 2006 |
Dick McCray
Professor, Astronomy |
| July 26, 2006 |
Defining measures for success |
| July 27, 2006 |
Inclusive learning environment |
| July 28, 2006 |
Practitioner-participant interactions |
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