Learn how to effectively incorporate active learning strategies in college-level STEM (science, technology, engineering, and math) classrooms in this 8-module, self-paced, asynchronous online course. Originally created with funding from the National Sciences Foundation, this course teaches about: how to engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning; developing methods to help your students think more like experts in their fields using inquiry-based labs and similar activities; turning your classrooms into learning communities through cooperative learning and using the diverse perspectives of your students; and using approaches like flipped classrooms that make it possible to build active and collaborative learning into your classes.
Audience & registration
This course is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in an introduction to effective, evidence-based teaching fundamentals in STEM disciplines. This course builds on “An Introduction to Evidence-Based Undergraduate STEM Teaching”; the intro course is recommended, but not required, as a prerequisite for participating in this course.
Many CIRTL member institutions run cohort-based learning communities during the academic year around this course. If you are at a CIRTL member institution, find your institution’s CIRTL program here and visit their website to see if they are offering a learning community for local future faculty.
Accessibility & course content
If you have access needs, please let us know what they are. Contact CIRTL’s help desk (support@cirtl.staging.wcer.wisc.edu) to let us know how we can help you have a successful experience. Course content includes written text, short videos (with captions), and academic journal articles for additional optional readings. Student work includes interacting on optional discussion boards, short quizzes to check your knowledge after each module, and three major assignments that guide you through applying what you’re learning to your own teaching context.
About CIRTL Programming
CIRTL Network programming is designed to develop future faculty committed to implementing and advancing evidence-based teaching practices to create undergraduate educational experiences that are accessible to all learners. Participants can explore our programming in any order, and to whatever extent supports your own teaching development needs and interests. To help participants understand what they can expect across all our programming, all CIRTL programming aligns with four broad learning goals; within those goals, programming might provide participants with an introductory, intermediate, or advanced learning experience.
This course supports the following CIRTL learning goals at an intermediate level:
- Goal 1: Develop evidence-based teaching knowledge. See more Goal 1 programming.
- Goal 2: Connect with community to enhance teaching. See more Goal 2 programming.
- Goal 3: Cultivate teaching skills through reflective improvement. See more Goal 3 programming.