Online Summer Institute

2020 Online Summer Institute

Lead by Bill Wischusen

in partnership with Macmillan Learning


Monday, July 20-24, 2020

12-5PM ET / 11AM-4PM CT / 10AM -3PM MT / 9AM-2PM PT

The Online Summer Institute on Scientific Teaching is designed for STEM faculty, grad students, and postdocs new to teaching. In this five-day institute, participants will experience a thorough introduction to the Three Pillars of Scientific Teaching: Inclusivity, Active Learning, and Assessment. By examining relevant research, working online in small peer groups facilitated by experienced instructors, and performing structured work independently, participants will develop a deep understanding of research-backed pedagogies proven to increase student success (ie, "scientific teaching").
Throughout the week, participants will design an evidence-based, inclusive teaching activity. Each day will be split between independent work, large group activities and lessons, and small group work. On the final day of the program, participants will present their teaching activities to the entire group. By the end of the institute participants will have observed, evaluated, and collected a portfolio of innovative teaching approaches, instructional materials and practical strategies for enhancing student learning that can be adapted to their own teaching environments.

Dates & Details.  The online SI will take place on Macmillan's newest online learning platform, Achieve, from July 20-24, 2020. Throughout the institute, participants will enjoy a mix of synchronous, online activities and asynchronous, individual work. Each day will include online sessions from roughly 12-5PM ET / 11AM-4PM CT / 10AM -3PM MT / 9AM-2PM PT; outside of those times, participants will be expected to do anywhere from 2 to 2.5 hours of individual work per day. Registration is $100, and will go live at the beginning of June. This institute is limited to 40 participants.

Learning Outcomes

Associate: Evidence-Based Teaching


  • Describe and recognize the value of realistic well-defined, achievable, measurable and student-centered learning goals.

  • Describe several known high-impact, evidence-based effective instructional practices and materials and recognize their alignment with particular types of learning goals.

  • Describe several assessment techniques and recognize their alignment with particular types of learning goals.

Associate: Learning Community


  • Describe and recognize the value of learning communities, and how they impact student learning.

  • Describe several techniques for creating a LC within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

  • Describe several techniques and issues of establishing LCs comprising a diverse group of learners.

  • Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.

Associate: Learning-through-Diversity

  • Describe the scope of diversity in learning environments, of both students and instructor. (*Including but not limited to backgrounds, race, gender, ability, socio-economic status, ethnicity, gender preference, and cognitive skills)

  • Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

  • Describe how an instructor’s beliefs and biases can influence student learning.

  • Describe and recognize the value of drawing on diversity in the development of teaching plans (including content, teaching practices and assessments) to foster learning.

  • Describe several learning-through-diversity (LtD) techniques and strategies.

Associate: Teaching-as-Research

  • Describe how to access the literature and existing knowledge about teaching and learning issues, in a discipline or more broadly.

  • Define and recognize the value of the Teaching-as-Research process, and how it can be used for ongoing enhancement of learning.

  • Describe a "full-inquiry" cycle.

  • Describe how the integration of Evidence-Based Teaching, Learning Communities and Learning-through-Diversity within Teaching-as-Research can be integrated to implement and advance effective teaching practices for diverse learners.

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