STEM Course Design – Learning Outcomes – Can’t I just teach?
Session Format
Presentation Session (45 minutes)
Location
Room 210
Abstract for the conference program
This presentation will discuss the components of a well-designed STEM course and how it should result in improved student learning and retention of students in STEM courses and majors. What makes a course “well-designed?” What does “alignment” mean? What should be aligned within my course? Practical strategies based on the book Teaching and Learning STEM, by STEM education experts Richard Felder and Rebecca Brent, will be highlighted. Participants will come away with learner-centered approaches that can be incorporated into STEM course design.
Proposal Track
Non-research Project Teaching and Learning in the STEM Field
Start Date
3-4-2017 1:00 PM
End Date
3-4-2017 2:00 PM
Recommended Citation
Walker, Deborah, "STEM Course Design – Learning Outcomes – Can’t I just teach?" (2017). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 28.
https://digitalcommons.georgiasouthern.edu/stem/2017/2017/28
STEM Course Design – Learning Outcomes – Can’t I just teach?
Room 210
This presentation will discuss the components of a well-designed STEM course and how it should result in improved student learning and retention of students in STEM courses and majors. What makes a course “well-designed?” What does “alignment” mean? What should be aligned within my course? Practical strategies based on the book Teaching and Learning STEM, by STEM education experts Richard Felder and Rebecca Brent, will be highlighted. Participants will come away with learner-centered approaches that can be incorporated into STEM course design.
