2013 Conference Archive (Archived)
Cycling Through STEM
Session Format
Presentation Session (45 minutes)
Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Copyright
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Location
Room 2911
Abstract for the conference program
As an inclusive collaboration of higher educators, the Innovative Course-building Group at Georgia College uses civic issues and active pedagogies as a catalyst for designing engaging courses that result in important student learning in the STEM disciplines and beyond. In this session, we will present examples of new and redesigned courses along with lessons learned from our faculty-learning community. After a brief overview of our activities, session participants will actively explore and share techniques for designing sustainable, innovative courses. Exercises will focus on the teaching cycle (goals, assessments, and reflection) for participants to develop concrete strategies to engage and enhance students’ critical thinking and problem solving skills in their own courses.
Proposal Track
Non-research Project
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-8-2013 9:30 AM
End Date
3-8-2013 10:15 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Abney, Angel R.; Huffman, Laurie; and Lisse, Catrena, "Cycling Through STEM" (2013). Interdisciplinary STEM Teaching & Learning Conference (2012-2019) (Archived). 59.
https://digitalcommons.georgiasouthern.edu/stem/2013/2013/59
Archived Content
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Cycling Through STEM
Room 2911
As an inclusive collaboration of higher educators, the Innovative Course-building Group at Georgia College uses civic issues and active pedagogies as a catalyst for designing engaging courses that result in important student learning in the STEM disciplines and beyond. In this session, we will present examples of new and redesigned courses along with lessons learned from our faculty-learning community. After a brief overview of our activities, session participants will actively explore and share techniques for designing sustainable, innovative courses. Exercises will focus on the teaching cycle (goals, assessments, and reflection) for participants to develop concrete strategies to engage and enhance students’ critical thinking and problem solving skills in their own courses.
