Welcome to the Wisconsin Program for Scientific Teaching!
(Supported by the Howard Hughes Medical Institute Professors Program)

(Program Flier PDF)

The goal of the Wisconsin Program for Scientific Teaching is to enhance undergraduate biology education by training a new generation of "scientific teachers," namely faculty who bring the rigor and spirit of science research to teaching.

We promote the participation of faculty and future faculty, graduate students and postdocs, as vital educational resources by training them to become outstanding mentors and classroom teachers.
 

HHMI Teaching Fellowship opportunities are available for 2008/2009!

Are you a graduate student or postdoc who is looking to gain teaching experience or hone your ability to create instructional materials? Are you an instructor or faculty member who would like trained assistance to improve a real classroom or instructional issue? Our program pairs future or current with instructors who would like to address important, contemporary teaching challenges.

Applications are due August 1 for the summer 2008 HHMI Teaching Fellows in Classroom Teaching Program. The application includes signatures of consent from your graduate advisor. More information about the HHMI Teaching Fellows Program and application materials are available here.

For more information, please contact Sarah Miller at smiller8@wisc.edu.

(There is no stipend associated with this program)

 

Opportunities for
Faculty and Staff

Opportunities for
Graduate Students and Postdocs

Highlighted Publications
Papers

Books

Other Resources


What is Scientific Teaching? The goal of scientific teaching is to make teaching more scientific. Embedded in this undertaking is the challenge to all scientists to bring to teaching the critical thinking, rigor, creativity, and spirit of experimentation that defines research. Scientific teaching also posits that the teaching of science should be faithful to the true nature of science by capturing the process of discovery in the classroom (Handelsman et al., 2004). There is evidence that teaching scientifically improves undergraduate education and student learning. This evidence should inform instructional decisions. We provide an overview of the complex and expansive landscape of evidence, approaches, methods, and theories that are important to teaching scientifically. However, teachers must customize these suggestions to best support their teaching styles, curricula, goals, and institutions.

 

FREQUENTLY REQUESTED MATERIALS:

 

This project is made possible through funding from the Howard Hughes Medical Institute Professors Program, the National Science Foundation (Course, Curriculum, and Laboratory Improvement) and the United States Department of Agriculture Higher Education Challenge.

 

 
 
 
 
 
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