CIRTL Massive Open Online Courses
The Center for the Integration of Research, Teaching and Learning (CIRTL) offers Massive Open Online Courses (MOOCs) designed to provide STEM educators with evidence-based strategies they can employ to improve their teaching as well as effectively conduct teaching as research projects.
You may also be interested in the Inclusive STEM Teaching Project
Collaborative Partners: Boston University, Northwestern University, University of Michigan Ann Arbor, University of Wisconsin-Madison, Washington University in St. Louis. This six-week MOOC is designed to advance the awareness, self-efficacy, and ability of STEM faculty, postdocs, graduate students, and staff to cultivate inclusive learning environments for all of their students. Visit https://www.inclusivestemteaching.org/ for more details. The next offering begins October 3, 2022.
General Schedule of Offerings
An Introduction to Evidence-Based Undergraduate STEM Teaching is generally offered in the summer and fall, late June through late August and late September through November.
Advancing Learning Through Evidence-Based STEM Teaching is generally offered in the spring, late January through late March.
An open, online course designed to provide future STEM faculty, graduate students and post-doctoral fellows with an introduction to effective teaching strategies and the research that supports them. The goal of the eight-week course is to equip the next generation of STEM faculty to be effective teachers, thus improving the learning experience for the thousands of students they will teach.
This course is hosted frequently on edX.
Is a free online course provides preparation for current and future STEM faculty members in effective teaching strategies and the evidence that supports these strategies. Participants will learn how to (a) engage students in active learning in classrooms using strategies such as peer instruction and problem-based learning, (b) develop methods to help their students think more like experts in their fields using inquiry-based labs and similar activities, (c) turn their classrooms into learning communities through cooperative learning and using the diverse perspectives of their students, and (d) use approaches like flipped classrooms that make it possible to build active and collaborative learning into their classes.
This course builds on the CIRTL Network course, “An Introduction to Evidence-Based Undergraduate STEM Teaching.” That course is recommended, but not required, as a prerequisite for participating in this course.