The SLP offers courses that employ active, inquiry-based teaching methods to improve creative and critical reasoning. These approaches will equip students with the necessary tools to face the complex issues facing our society by providing them with the analytical skills required to assess information about science, health and technology. In addition, the program hopes to foster a greater appreciation for the role science plays in our society. Finally, the SLP will help students experience the personal appeal of science.
The SLP is funded through the Howard Hughes Medical Institute (HHMI) with significant internal support from the University of Oregon. It was begun through a broad initiative of the UO research faculty across Physics, Biology, Chemistry, and Geology departments. The program infrastructure supports new modes of interdisciplinary collaboration, involving UO faculty, graduate students, and undergraduates. Undergraduate science majors can earn a stipend award to participate in experiential learning as an SLP Scholar. Graduate students can participate as SLP Fellows and co-teach under the guidance of a faculty mentor. Faculty and students collaborate to study, develop, and apply modern pedagogical approaches and techniques to meet the goals of the Program.
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Praise from former SLP Scholars and Fellows:
I had a great experience overall and felt that being a SLP Scholar
really contributed to the resources I can use to teach in the future. I was already planning to be a professor, but working with the SLP
has given me some new skills, approaches, and general ideas about
enjoyed working with the professors and felt that my needs and
- Brianna McHorse, Biology
I found I enjoyed teaching-particularly when students would
a topic. I also realized lecturing, and developing new material, is a
great deal of work. I am considering looking for a more teaching
oriented position, since I feel that would better suit my current
abilities. Engaging with students and trying to develop the lectures
has started to open my eyes to how teaching effectively will require
great deal of effort.
- Jonathan Mackrory, Physics
It gave me hands on experience with designing and conducting a class
intended for non-scientists. I plan to pursue a career in teaching,
with some emphasis on science literacy, so this experience has been
enjoyable and valuable.
- Victor Fiore, Physics