Learning design in science education: perspectives from designing a graduate-level course in evidence-based teaching of science

Author:

Downey Ryan M.123,Downey K. Breana45,Jacobs Jessica65,Korthas Holly65,Melchor George S.75,Speidell Andrew65,Waguespack Hannah15,Mulroney Susan E.12,Myers Adam K.12

Affiliation:

1. Department of Pharmacology and Physiology, Georgetown University Medical Center, Washington, District of Columbia

2. Center for New Designs in Learning and Scholarship, Georgetown University, Washington, District of Columbia

3. Department of Basic Medical Sciences, American University of the Caribbean School of Medicine, Cupecoy, Sint Maarten

4. Department of Pediatrics, Georgetown University Medical Center, Washington, District of Columbia

5. Interdisciplinary Program in Neuroscience, Georgetown University Medical Center, Washington, District of Columbia

6. Department of Neuroscience, Georgetown University Medical Center, Washington, District of Columbia

7. Department of Biology, Georgetown University, Washington, District of Columbia

Abstract

The need for graduate students and other trainees to learn effective methods for teaching science is greater than ever. In this manuscript, we offer a model course for the training of graduate students in learning theory, curriculum design, and technology use in a biomedical sciences environment.

Funder

American Physiological Society

HHS | NIH | National Institute of Neurological Disorders and Stroke

National Science Foundation

Georgetown University

Publisher

American Physiological Society

Subject

General Medicine,Physiology,Education

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