Friday-Saturday: Full days
Does planning your course make you feel like you are in a race to complete a list of content from the ever-expanding textbook? Do you dread giving yet another lecture about dimensional analysis? Imagine a general chemistry classroom where instead of listening to a lecture, students are leading a discussion about the chemistry behind climate issues. Imagine students studying, but instead of making flashcards and lists, they are engaging with complex civic issues and devising potential approaches to solve them. Imagine yourself with a renewed enthusiasm for the craft of teaching.
Our goal is that you, as a participant, will leave this workshop with a concrete plan for a redesigned course that provides a transformative learning experience, redefines student success and moves responsibility for learning from the professor to the student. We have achieved notable student gains by redesigning our general chemistry course around climate issues (ground-level pollution, stratospheric ozone depletion and global climate change). The facilitators will lead you through the process of writing effective goals, mapping activities to your goals, incorporating active learning strategies and choosing relevant assessment options.
Using conceptual frameworks from Wiggins and McTighe, this workshop will provide participants with a roadmap for transforming their teaching through effective course design. To provide context for redesigning your own course, you will participate in actual hands-on activities from our own redesigned course as well as analyze student work samples. The majority of your time will be spent working in small groups on your own course, sharing ideas and exploring effective strategies.