The Teaching Inquiry Group (TIG) is a team of six faculty members from STEM disciplines who are conducting research about their teaching. The group met through AY 15-16, and was mentored by an expert in self-study methodology from the Graduate School of Education. TIG meetings have focused on the self-study of interactive teaching including, self-study as a research method, developing a topic for self-study, self-study research questions, and identifying “critical friends groups”. The group facilitates critical reflection by maintaining an open dialogue; this enables them to think about teaching in ways that go beyond the subject area. The end-goal of the group is to improve their professional development on teaching and learning, not only for themselves, but also for the students they teach. Dissemination includes group and individual presentations at conferences, followed by write ups of the studies and publication in their respective educational research journals The session will include an overview of the process and then the six faculty group members will describe parts of the process that affected them greatly. Discipline fields included astronomy, bioengineering, biology, geology, information sciences and technology, and mathematics. At the end of the session, participants will be aware of the importance of taking time to reflect, reframe and respond to their practice, and foster genuine educational change for themselves and their students.
We propose to present a collection of posters united by a single theme: the use of interactive teaching across STEM disciplines. The posters will be presented by Mason faculty and graduate students participating in the NSF-funded SIMPLE Project. The focus of the project is developing faculty communities of practice that promote evidence-based interactive teaching across STEM. As part of this project, participants have been trying new interactive teaching strategies in their classrooms and documenting the process in the form of a design memo. A design memo is a short, structured reflection on the implementation of a particular teaching strategy. In the context of the SIMPLE Project, design memos pursue two goals: prompting instructors to engage in reflection about their teaching, and serving as sharable artifacts for other instructors interested in adopting similar strategies. More information about the project and about design memos can be found on the project website: simple.onmason.com.Each poster at the session will provide a birds-eye view of the participant’s design memo; thus, it will include (but will not be limited to) a description of a strategy with examples, the instructor’s reasons to implement it, information on preparation needed for its use, discussion of potential pitfalls to avoid, and reflection on how the instructor would refine the technique for future implementations. Posters will be complemented by printed copies of design memos as handouts for attendees. By the end of the session, attendees will learn about various interactive teaching strategies and how they can be enacted in practice.
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