2019 Teaching Institue with Simmons University

HMS/HSDM Office for Postdoctoral Fellows and Center for Excellence in Teaching at Simmons University are offering a 4-day intensive Teaching Institute for HMS postdoctoral fellows and junior faculty at Simmons University.
(Download Event Flyer)

When: Monday, August 5 - Thursday, August 8, 2019 | 9:00am - 5:00pm Daily*
Where: School of Management, 5th Floor, Simmons University | 300 The Fenway (MAP)
*subject to final schedule

Application will open on June 11, 2019 -  and will close on Monday, July 15, 2019, 3pm (EST)
Application Materials Include: Name, Email, Position, Department, as well as a brief statement of interest.
Statement of interest should not exceed 250 words.

Cost to attend: $50.00 (Includes course materials and all meals)

Eligibility: This program will be limited to 20 participants. You must be a quad-based, HMS/HSDM postdoc, graduate student, or faculty to apply. Please contact the Postdoc Office if you are uncertain of your eligibility.
Women and minorities underrepresented in STEM professions are STRONGLY encouraged to apply.

APPLICATION CLOSED
Please note: Application completion does not guarantee your participation in the course. You will receive a notification email by 3:00pm on Friday, July 19
Upon confirmation of your participation in the course, you will be required to pay the course fee before receiving the course materials. We will provide more details in the notification email.

Read below for a detailed overview of the Institute and what you can expect to learn:
Course Instructor: Jennifer Herman, PhD, Associate Professor of Practice in Education and Director, Center for Excellence in Teaching, Simmons College (Bio)
(Keynote speakers and facilitators to be added as they are confirmed)

Workshop Description: This four-day Institute on college teaching is designed to equip postdoctoral fellows in the STEM professions with the knowledge and skills needed to prepare them to teach and design undergraduate courses in a PUI or teaching-focused institution. The curriculum integrates a discussion of theory and current research related to teaching in higher education with actual practice. Participants will be actively engaged in designing and delivering multiple lessons using best pedagogical practices, including theory and application in their particular discipline. Participants will work collaboratively throughout the Institute to discuss readings, provide peer feedback, reflect on their experiences and course content, and build a teaching toolkit through hands-on experiences.
Each day will conclude with co-facilitators and guest STEM faculty leading a mentored discussion on the evolving life of the academic that introduces participants to the broad landscape of higher education today and its impact on career advancement. The participants will hear from leaders in the field and build a tool kit that will help trainees successfully navigate an academic appointment in STEM Higher Education. This institute will provide the knowledge and skill set needed to succeed and advance in a tenure-track position. Individual participants will gain confidence and leadership that will allow them to transform the culture as they advance through academia.
All course activities and materials are incorporated into a resource book that participants can use throughout their teaching careers.

Participant Learning Outcomes: After completing this course, participants will be able to:
- Analyze, share, and reflect on theories of student learning;
- Discuss and reflect on a variety of college teaching methodologies;
- Apply the backward course design model to lesson development;
- Apply a variety of teaching techniques to enhance student learning;
- Reflect and discuss the influence of the STEM professions on teaching theory and practice;
- Design and deliver a lesson in their discipline based on best pedagogical practices;
- Incorporate reflective practice into their work;
- Explain common challenges in navigating STEM academia;
- Develop peer and professional networks in STEM academia.

APPLICATION CLOSED
Daily Schedule:
Day 1
Teaching Theory & Practice: Theoretical Constructs for Understanding Student Learning
This day will focus on discussion around the major theories for student learning, including (1) stage-based models and brain-based research; (2) integrated constructs; (3) broad orientations to andragogy, especi ally social learning theory and constructivism; (4) democratically-based constructs; and (5) other approaches to describing student learning that have had a significant impact on the field, such as multiple intelligences and metacognition.

Day 2
Teaching Theory & Practice: Teaching Methodologies
This day will focus on reviewing the spectrum of teaching methodologies, from Socratic lecture to learner-centered methodologies. Participants will reflect on their strengths and experience with various methodologies, and consider the opportunities afforded by a variety of learner-centered approaches. The afternoon will include discussion of Universal Design and diversity and how they impact our pedagogical choices. The theory portion will close with hands-on “tips and tricks” to increase student engagement. Throughout the day, participants will build a “teaching techniques toolkit” that is appropriate for their discipline.
Navigating Stem Academia Panel, 3:45-4:30pm.
 

Day 3
Teaching Theory & Practice: Backward Course Design
This day will lead participants through the fundamentals of L. Dee Fink’s “Backward Design” model for designing learning-centered courses and lesson plans. Participants will learn about and practice developing student learning objectives, selecting assessment techniques, including learning about Angelo & Cross’s CATs, and then selecting a teaching method to accomplish the learning objectives. Participants will draft a lesson plan on this day to be delivered on Day 4.


Day 4
Teaching Theory & Practice: Application, Synthesis, and Teaching Demonstrations
On this final day, participants will teach 10-minute lessons, either individually or in small teams that reflect the best practices learned in this institute. At the conclusion of the lesson, the presenters will review the lesson design for an additional 5 minutes. Presenters will explain their design, including the objectives, evaluation, and why they chose the teaching methodologies that they did.
 

Additional Details: Reflective Practice Notebooks: Each participant will receive a Reflective Practice notebook once they have been accepted to the course and have submitted the required payment. This notebook will be used for pre-homework, reflections on assigned readings, documentation of in-class activities, and applications to individual disciplines. This is meant to be a resource book that participants can then use later in practice. The notebooks will also contain course readings, PowerPoint slides, and other handouts.
Pre-Homework: These include readings and tasks that are to be completed prior to each day. Specific readings and tasks are listed on the course syllabus, which will be included in your reflective proactive notebook. All readings are available in the Reflective Practice notebooks as well, and many of the resources are also available online.