SLP Faculty Guidelines

Thank you for teaching or considering to teach a course associated with the Science Literacy Program. We truly appreciate your efforts in innovative teaching of students and mentoring science undergraduates and graduate students. Here we describe activities in which we believe it is important for SLP-affiliated faculty to participate to build and maintain the program:

  • Teaching development: Employ active learning (scientific teaching, student-centered learning, evidence-based pedagogy, best teaching practices, or inquiry-based learning) in your course to make the science relevant, interesting, and engaging to  students to support their academic progress and build their science literacy. This may include use of clickers, demos, group learning, and a wide variety of other teaching techniques explored in the science education literature and in our weekly Journal Club. There are so many ways to make a “lecture” more than just a faculty-presented lecture, and the SLP is not prescriptive about the particular methods employed. However, we are available for consultations and idea generation before and during the term. A valuable aspect of the SLP is the opportunity to talk with other faculty who have tried various techniques. The Journal Club also provides opportunities to try out techniques before in-class implementation.
  • Undergraduate SLP Scholars and Graduate SLP Fellows: SLP-affiliated faculty help select and mentor STEM undergraduate and graduate students who are interested in learning about science education. Not all courses/faculty in all terms will have scholars or fellows are part of the teaching team. SLP will help support student selection (including administrative details) and can provide training on mentoring. Undergraduate scholars may register for CAS 409 or volunteer as a Scholar.  All scholars and fellows are required to participate in start-of-term orientation, Journal Club, and end-of-term exit interviews and surveys. We have a separate document that details more about the specifics of mentoring scholars and fellows.
  • Science Teaching Journal Club: Scholars and Fellows participate in the weekly Journal Club, and we encourage the same of faculty. We have found the journal club to be powerful for building a community of science educators. We want to provide a forum where you can share the great work you do in class and explore other teaching techniques.
  • Assessment: Participate in Science Literacy Program research projects about science literacy.  We may request materials from you, ask your students to complete surveys, or participate in broader university-wide assessment projects.
  • Class observation: We offer the opportunity to visit other SLP courses, and to have SLP faculty and SLP  staff visit your course. We want to see the great things you are doing in your classroom and share them!  We currently use the COPUS (Classroom Observation for Undergraduate STEM) observation protocol and ask faculty to complete the Teaching Practices Inventory (TPI). We encourage faculty to visit another SLP course at least once a year and open your class to any interested faculty observers.
  • Innovation: Do you have class materials you want to purchase for a new idea you want to try out?  Let us know; we may be able to purchase materials for you and support the implementation!