Postdoc Short-Course on College Teaching in Science and Engineering

Chad Hershock, Ph.D.

Assistant DirectorCenter for Research on Learning and Teaching

University of Michigan

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PSC Case Study

University of Michigan Postdoctoral Scholars

• ~1200 on campus

• Majority in STEM disciplines

• Most < 2 terms of college teaching experience

• Intensive research appointments

• Teaching not typically part of mentorship*

• Not typically targeted by PFF initiatives

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Why not lecture?

1. Lecture NOT aligned with my learning goals

2. Students need practice and feedback

3. Interdisciplinary exchange is key

4. Model/experience toolkit of teaching strategies

5. Logistical constraints

4

Shifting First Exposure to Content

Processing

First Exposure

Evaluation

Feedback?

During class

Online

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What did I do?

“Blended” Course with Seven 3-Hour Sessions

Online:

1. Video podcasts introducing session topics

2. Short readings to support podcasts

3. Preparatory, online assignments

Face-to-face sessions:

4. Hands-on synthesis, application & practice

5. Exclusively active learning

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Capstone Experiences:

1. 5-min practice teaching (lecture)

2. 15-min practice teaching with active learning

3. Course portfolio/syllabus assignment

What did I do?

Topics include:

1. Course design

2. Assessment of student learning

3. Effective lecturing

4. Research on student learning

5. Active, cooperative, and inquiry-based learning

6. Teaching for inclusion and student retention

7. Instructional technology

What does a session look like?

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Sample Session of PSC

Topic: Assessment of Student Learning

Online:

1. Video podcast: classroom assessment techniques

(low tech vs. high tech)

2. Reading: Piontek (2008) research on writing effective tests

3. Assignment: submit 2 multiple choice questions via Ctools Assignment tool

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Sample Session of PSCFace-to-face session:

1. Interactive Demo: implementing CATs via IT(clickers, backchannels)

2. In small groups: critique sample MC questions

3. In pairs: revise preparatory assignment

4. Present and discuss exemplars

5. Individually: grade essay answers with rubric

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Evaluation Data Overall Value of Course = 4.8 out of 5

1 = Strongly Disagree, 5 = Strongly Agree

Survey Item Average

The course was an effective use of my time.

4.5

“…was an effective way to introduce fundamental concepts on teaching and learning.”

4.0

“…using face-to-face sessions entirely for active learning effectively deepened my understanding of teaching and learning.”

4.5

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Impacts on Teaching

Short-Term

• Large initial investment, start-up costs

Long-Term

• Library of screencast resources

• Reduced prep time

• Shift in time allocation (prep to feedback)

• Change in role, including tech support

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Lessons Learned

1. Flip incrementally

2. Innovation with substitution

3. Chunk screencasts (10-15 minutes)

4. Plan for IT failure

5. Need accountability mechanism for preparation

6. Integrate online and face-to-face

7. Don’t need to sacrifice “coverage”