STEM Teaching Mastery: Evidence-Based Strategies
Learn research-backed techniques for effective science and engineering instruction. Develop skills in class management, assessment, and student engagement.
Learn research-backed techniques for effective science and engineering instruction. Develop skills in class management, assessment, and student engagement.
This advanced course equips doctoral teaching assistants with evidence-based strategies for teaching science and engineering at the university level. Drawing from recent research, the course goes beyond content knowledge to focus on how students learn and how to manage learning effectively. Participants will explore best practices in presenting material, questioning techniques, and providing feedback. The course covers crucial topics such as facilitating group work, managing classroom dynamics, and designing fair and valid assessments. With a hands-on approach, learners will apply these skills to teaching exercises, labs, and projects. By combining theoretical knowledge with practical application, this course prepares teaching assistants to create engaging, effective learning experiences in STEM disciplines.
Instructors:
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What you'll learn
Understand recent research findings on effective STEM teaching methods
Develop strategies to enhance student learning in experimentation and problem-solving
Master techniques for effective presentation, questioning, and feedback in STEM courses
Learn to manage classroom dynamics and facilitate productive group work
Apply teaching skills to exercises, labs, and project-based learning in science and engineering
Design fair, valid, and reliable assessment methods for STEM subjects
Skills you'll gain
This course includes:
Live video
Graded assignments, exams
Access on Mobile, Tablet, Desktop
Limited Access access
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Module Description
This course provides a comprehensive overview of effective teaching strategies in science and engineering disciplines at the university level. It explores recent research findings on how students learn in STEM fields and the challenges they typically face. The curriculum covers a wide range of topics, including best practices in presenting complex scientific concepts, developing students' experimentation and problem-solving skills, and guiding them in project management. Participants will learn techniques for effective questioning, providing constructive feedback, and managing classroom dynamics. The course also delves into facilitating group work and designing fair, valid, and reliable assessments. Throughout the program, learners are encouraged to apply these concepts practically, reflecting on their own teaching experiences and considering how to implement these strategies in their specific contexts.
Fee Structure
Instructors
1 Course
Expert in Learning Sciences and Engineering Education
Roland Tormey, born in Dublin in 1971, is head of the Teaching Support Centre at EPFL's College of Humanities and a pioneering researcher in learning sciences. After earning his Ph.D. in sociology from Trinity College Dublin in 2000 and a postgraduate certificate in development and environmental education from London South Bank University, he spent two decades in teacher education, including serving as Department Head at the University of Limerick. Since joining EPFL in 2011, he has focused on evidence-informed approaches to STEM education, metacognition development, and engineering ethics. His research examines diversity and equality in learning, emotional aspects of science education, and engineering ethics education. He co-authored "Facilitating Experiential Learning in Higher Education" (2021) and co-edited "The Routledge International Handbook of Engineering Ethics Education" (2025). Currently pursuing a B.Sc. in Mathematics and Statistics from The Open University, he serves on the board of directors of the European Society for Engineering Education and co-chairs its Engineering Ethics Special Interest Group. His recent work with Cécile Hardebolle includes a book and MOOC for science and engineering students titled "Apprendre à étudier; guide à l'usage des étudiants en science et en ingénierie."
1 Course
Expert in Engineering Education and Learning Innovation
Cécile Hardebolle is a Teaching Advisor at École polytechnique fédérale de Lausanne (EPFL), where she combines her engineering background and Ph.D. in Computer Science to transform educational practices. After teaching in various engineering schools, she now specializes in innovative teaching methodologies, particularly flipped classroom models and project-based learning approaches. Working closely with EPFL faculty, she develops teaching innovation projects and provides comprehensive training and support for teachers and teaching assistants. In collaboration with Roland Tormey, she has created several groundbreaking learning resources, including a book on study skills for science and engineering students, a MOOC, and the LearningCompanion tool. This innovative self-assessment platform helps students evaluate their learning habits, problem-solving strategies, and project management skills while providing personalized recommendations for improvement. Her work focuses on helping students develop effective learning strategies and supporting faculty in implementing innovative teaching methods.
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