SLP Faculty Guidelines

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.

Identifying Potential Fellows and Scholars

Faculty who are developing or teaching Science Literacy courses are welcome to recommend undergraduate science majors for SLP scholar awards. They may also identify potential graduate SLP fellows. The SLP can also help match faculty with students to mentor. Potential fellows and scholars complete separate applications and are invited to attend the Journal club, attend special events, and participate in a pedagogy course.