5.95
Teaching College-Level Science and Engineering
Participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. Topics include theories of adult learning; course development; promoting active learning, problemsolving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. Appropriate for both novices and those with teaching experience.
Fall 2015
Topics
- What we know about student learning in higher education
- Designing a Course: Developing Learning Outcomes
- Teaching Methodologies: Part I – Organizing a Class
- Teaching Methodologies: Part II – Active Learning: Why and How
- What Can Nerds Learn from Actors?
- Designing Effective Assignments & Assessments
- Teaching with Educational Technology
- Grading and Assessment
- Creating an Inclusive Classroom
- Developing Your Teaching Philosophy
- Microteaching – Group 1
- Microteaching – Group 2
Readings
- Hooks, Bell. Teaching to Transgress: Education as the Practice of Freedom . Routledge, 1994, pp. 1–12. ISBN: 9780415908085.
- Seymour, E., and N. M. Hewitt. Talking about Leaving: Why Undergraduates Leave the Sciences. Westview Press, 2000, pp. 145–77. ISBN: 9780813366425.
- Halpern, D. F., and M. D. Hakel. “Applying the Science of Learning.” Change (2003).
- Proceedings of the National Academy of Sciences of the United States of America 111, no. 23 (2014): 8410–5. (A very interesting paper with poorly designed graphs.)
- Halpern, B. L., and K. Lubar. Chapter 1 in Leadership Presence: Dramatic Techniques to Reach Out, Motivate and Inspire . Gotham, 2003. ISBN: 9781592400171.
- Mazur, Eric. “The Problem with Problems.” Optics and Photonics News 6 (1996): 59–60.
- Suskie, Linda. “Writing a Traditional Test.” Chapter 11 in Assessing Student Learning: A Common Sense Guide . Jossey-Bass, 2009. ISBN: 9780470289648.
- Davis, Barbara G. “Homework: Problem Sets.” Chapter 27 in Tools for Teaching . Jossey-Bass, 1993. ISBN: 9781555425685.
- Garrison, D. R. Chapter 1 in E-Learning in the 21st Century: A Framework for Research and Practice . Routledge, 2011, pp. 59–70. ISBN: 9780415885836.
- McKeachie, W. J. “The A, B, C’s of Assigning Grades.” Chapter 9 in Teaching Tips: A Guidebook for the Beginning College Teacher . Heath, 1969.
- Davis, Barbara Gross. “Diversity and Complexity in the Classroom: Considerations of Race, Ethnicity, and Gender.” Chapter 5 in Tools for Teaching . Jossey-Bass, 1993. ISBN: 9781555425685.
- Barad, Karen. “A Feminist Approach to Teaching Quantum Physics.” Chapter 2 in Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering . Edited by S. Rosser. Teachers College Press, 1995, pp. 43–75. ISBN: 9780807762769.
- Oneil, C., D. Meizlich, and M. Kaplan. “Writing a Statement of Teaching Philosophy for the Academic Job Search.” Center for Research on Teaching and Learning, University of Michigan, 2007.
Prerequisites & course information
Same subject as 1.95[J] , 7.59[J] , 8.395[J] , 18.094[J] Subject meets with 2.978 Prereq: None G (Fall) 2-0-2 units
Sources
- Course catalogue ↗2026–2027
- MIT OpenCourseWare ↗Fall 2015
- MIT OCW readings ↗
- MIT OCW calendar ↗
- MIT OCW syllabus ↗
- Historical MIT OpenCourseWare offering. Named reading entries and schedule topics are automatically extracted from the linked source pages.