Newly Approved GMS Courses
GMS PA 910 Human Biospecimens for Research
(January 26 –April 27, 2015)
The objective of this graduate course is to introduce students to the creation, maintenance and efficient use of an indispensible component of translational research in medicine: human biological material (human tissue and bodily fluids) = human biospecimens and their derivatives. Prerequisites: none. All graduate students may apply; [2 cr] Delalle Spring
GMS MS 677 An Introduction to Evidence-Based STEM Teaching
The STEM Teaching course is an online course combined with one-hour, weekly in-person, faculty-led sessions where participants will learn about effective teaching strategies and the research that supports them, and will apply approaches to lesson design and assignments for future teaching opportunities. This course will be offered Fall 2014 on both the CRC and the medical campus, with the date/time of the in-person component being determined based on the availability of the participants. The course is 2-credits for graduate students, any level, or no-credit for postdocs and faculty. The online component: Students will sign up for a new massive open online course, “An Introduction to Evidence-Based Undergraduate STEM Teaching,” being jointly developed at Boston University, Vanderbilt, Michigan State and Wisconsin-Madison. The weekly online sessions will take between 1-2.5 hours of student engagement. The online materials will be video and readings followed by quizzes, written segments with peer-assessments, and online worksheets. The seven-week course will be highly interactive, with many opportunities for peer-to-peer learning. In-person component: Students will meet with the faculty each week to go over the online material and relate it to their teaching experiences in labs, discussions, and classrooms. By blending the online materials and instruction with in-class sessions, the course is designed to achieve appropriate student preparation and initial self-reflection followed closely with small-group, peer- and active-learning directed by an instructor. Grading and assessment: 60% determined through the students’ online assessments, including short written responses and multiple-choice quizzes. 40% will be determined through in-class participating and in-class assignments, including micro-teaching, lesson design, and written teaching plan or philosophy. [2cr] Campion Fall.
- Recognize the value of evidence-based, effective instructional practices and materials and how it can inform their teaching.
- Know how to access the literature about teaching, learning and assessment, within a discipline or broadly.
- Begin to design and utilize realistic, well-defined and achievable learning goals.
- Describe assessment techniques and their alignment with particular learning goals.
- Design effective and inclusive instructional materials, courses, learning environments.
- Participate in professionally-focused groups associated with teaching and learning.
- Recognize the diversity in their classrooms and the need to address that diversity in teaching plans.