Experiencing and Troubleshooting Interactive STEM Teaching
Evidence abounds for how incorporating interactive elements in undergraduate and graduate science, technology, engineering, and mathematics (STEM) courses can enhance student learning, bolster motivation and interest, and lead to other positive outcomes. But the fact remains that most people teaching university science have had limited experience with interactive teaching methods.
In this workshop, John Pollard, Associate Professor of Practice in the Department of Chemistry and Biochemistry at the University of Arizona, will demonstrate the top interactive methods he uses in highly successful and nationally recognized courses and curricula. Demonstrations will be followed by discussion, including troubleshooting common challenges and scenarios you may face when implementing interactive teaching methods in various disciplines. Lunch will be provided and there will be ample time for Q&A.
This workshop is open to Caltech faculty, instructors, staff, graduate students, and other current affiliates. Due to limited space, if your plans change after you RSVP, please let us know so we are able to offer your spot to someone else. Thank you!
John Pollard is an Associate Professor of Practice in the Department of Chemistry and Biochemistry at the University of Arizona and the co-author of the nationally recognized and innovative Chemical Thinking curriculum and supporting ebook.
Besides his interests in transforming the general chemistry course at the University level, Pollard has expertise in the design and implementation of active engagement pedagogical approaches for small and large classrooms. He recently spearheaded the Collaborative Learning Space Project at the University of Arizona, where traditional classrooms and library spaces are being transformed into learning environments suited for classes centered on active learning approaches. His current research interests are centered on understanding how student meta-cognitive patterns and group influences relates to their engagement in the classroom and learning outcomes in his Chemical Thinking course.