Course Transformation Resources


Course Transformation Guide
A guide for instructors interested in transforming a course, and transforming their instruction, to use research-based principles and improve student learning. Included are reviews of key principles in teaching and learning, and research-based recommendations on instructional techniques. (40 pages)

    CONTENTS:
  • Course Transformation Framework (Overview, Applying new research to improve science education, What all instructors should know)
  • Specific strategies for instructional activities (Motivation, Developing mastery, Practice & feedback, Creating self-directed learners, Creating productive views of intelligence and learning, Memory & retention)
  • Recommendations for implementing specific instructional practices - includes many resources that are on the Instructor Guidance page (Creating and using effective learning goals, First day of class, Better ways to review material in class, Instructor habits to keep students engaged, Preclass-reading assignments, Tips for successful “clicker” use, Student group work, Creating and implementing in-class activities, What not to do, Assessments that support student learning, Promoting course alignment)

Change article - Transforming Science Education at Large Research Universities: A Case Study in Progress
Carl Wieman, Katherine Perkins and Sarah Gilbert, Change, pp. 7-14 (March/April 2010).

A Thoughtful Approach to Instruction: Course transformation for the rest of us
Stephanie Chasteen, Katherine Perkins, Paul Beale, Steven Pollock, & Carl Wieman, Journal of College Science Teaching, Vol. 40, pp. 24-30 (2011).

Science Education Initiative Suggested Indicators for Full Implementation
Guidance to Departments, Faculty members, and Science Teaching & Learning Fellows on the activities and accomplishments that maximize the chances that the efforts on a particular course meet the science education initiative goals.

Course Transformation Expectations
A checklist for course transformation and sustainability developed by the UBC Earth & Ocean Sciences Department Science Education Initiative program (EOS-SEI).

Course transformation case study
A case study example of a transformation of University of Colorado Physics 2130 “Introduction to modern physics”. This transformation was carried out by Carl Wieman, Kathy Perkins, and Sam McKagan.

Science Education Specialist (Science Teaching & Learning Fellow - STLF) role and development »

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