Evidence-Based Teaching Course (STEP-UP)

Registration

Registration for this course is now closed.

This asynchronous course will run from Monday July 18 to Friday September 30, 2022. Register for the course to receive access to course materials, guidance for staying on-track, opportunities to engage with other learners about teaching, and a letter of completion. Learn more about this course below.

Overview

The Evidence-Based Teaching Course (STEP-UP) is an introduction to evidence-based pedagogy for biomedical graduate students with a particular focus on teaching undergraduate and graduate students in classroom settings. The course will cover pedagogical practices grounded in research, provide frameworks for the design of curriculum, assessments and learning objectives, as well as an opportunity to practice delivering a lesson with feedback. The course is particularly focused on providing frameworks for creating an inclusive learning environment for historically excluded students.

After taking this course, participants will be prepared for teaching residencies at local institutions. Participants in the course will be given priority for guest lecturing positions at City College of San Francisco (CCSF) through OCPD.

Who is it for?

  • Students and postdocs planning to teach at USF or CCSF in the future
  • Students who will be teaching assistants at UCSF
  • Students and postdocs preparing for faculty positions
  • Anyone curious about evidence-based pedagogical practices
  • Social and population scientists welcome!

Learning Outcomes

By the end of the course, participants should be able to:

  1. Design exam questions and lesson plans to meet learning goals by creating measurable and aligned learning outcomes and assessments using Bloom's taxonomy and backward design.
  2. Apply teaching strategies grounded in education research by using a constructivist and student- centered approach to teaching as well as clickers, rubrics, think-pair-share, jigsaw, or educational technology.
  3. Describe strategies that can support the needs of diverse types of learners at the undergraduate and graduate level by creating an inclusive classroom culture.
  4. Develop a statement of teaching philosophy describing the use of evidence-based strategies.

Preparation for a faculty career

This course prepares for the following levels of the "Teaching Practices" qualification listed in the Academic Career Readiness Assessment:

  • Level 2: Candidate is familiar with the evidence supporting the use of active learning strategies in the classroom.
  • Level 3: Candidate demonstrates that they can use active learning strategies effectively in the classroom.
  • Level 4: & Candidate reflects on own teaching effectiveness and uses an iterative process to teaching to improve curriculum.

Topics

  • Teaching strategies: lectures, clickers, rubrics with peer-review, think-pair-share, concept maps, jigsaw, group work, "flipping" the classroom, educational technology and media.
  • Classroom management for diverse types of learners: Using a constructivist and student-centered approach to teaching, stereotype threat, creating an inclusive classroom culture, the role of the instructor in a student-centered classroom, student metacognition.
  • Curriculum and assessment design: Backward design, Bloom's taxonomy, designing measurable learning outcomes, developing assessments aligned with your learning outcomes, designing rubrics.

Instructors

Point person for this course: Rachel Care, Program Director, UCSF Office of Career and Professional Development ([email protected])

Content developed and delivered by:

  • Laurence Clement, Program Director, Academic Career Development, UCSF Office of Career and Professional Development
  • Sumitra Tatapudy, Intern, Academic Career Development, UCSF Office of Career and Professional Development

What participants said about the course

  • "Before this course, I had no idea how to teach and was petrified at the idea that I may have to teach. Now, I have the tools I need and a good starting point if I need to teach. I even think I would like to do it."
  • "Before this course, the teaching experience was unclear, mysterious. Now, I think it is doable as long as you have the resource and fundamentals on design and teaching strategies."
  • "Before this course, I didn’t have a framework to set-up my lessons and curriculum. I now have a framework to design a wonderful curriculum."

Upcoming Events

Wed
17

"Ask a Life Science Recruiter": Virtual Coffee Chat with Recruitomics

Date: August 17, 2022
Time: 12 p.m. - 1 p.m. Pacific Time