COURSE DESCRIPTION: Research and teaching are two major spheres of scholarship and responsibility for most faculty in academic sciences. Training in the science and art of teaching is uncommon, however, particularly in the research intensive environment of a medical school. Although we are often expected to teach and show evidence of good teaching, our training in pedagogy is frequently weak, and research training does not substitute for training to teach.

This course will present fundamental concepts and principles widely used in the design and execution of courses for adult learners (college and postgrad). Topics will include cognitive concepts in adult learning, course, lesson and syllabus design, lecture hall strategies, active learning strategies, formative and summative assessment techniques.

The course will also introduce the application of artificial intelligence in research and scientific education-an explosive and rapidly evolving field that will heavily influence teaching and learning.

COURSE OBJECTIVES::
-Describe the traits most common to highly successful teachers and courses.
- Identify the varied characteristics of adult students as a basis for designing learning environments and activities.
- Differentiate significant (deep) from superficial learning.
- Define cognitive hierarchies and backward design as fundamental principles for course and lesson planning.
- Design lessons, courses and syllabi consistent with defined learning objectives, learning hierarchies and diversity in learning styles.
- Describe the importance of active learning theory and varied instructional modalities to achieve active learning in diverse settings, ranging from the lecture hall to scientific paper analysis and discussion.
- Design formative and summative assessments of student learning, teaching and course effectiveness.
- Design a Teaching Portfolio component for the curriculum vitae.

REQUIRED MATERIALS: Computer access to course management website. Textbooks are suggested in syllabus.

PREREQUISITE/BACKGROUND PREPARATION: Open to advanced graduate students who have completed their required courses and qualifying exam. This course cannot be used to fulfill a graduate course or graduate program requirement. Also, open to postdocs and faculty. The course enrollment will be limited to 45.

SUITABLE FOR 1ST YEAR STUDENTS: No

STUDENT ASSESSMENTS: This is a pass/fail course. The course seeks to promote student discussion and engagement in varied active learning activities with peer learners, which may include postdocs and faculty. Therefore, to enhance the learning environment there will only be occasional quizzes. Course objectives will be achieved through a mix of instructor-directed and student-directed discussions, selected readings from texts and education research literature, and active learning strategies which engage students in group-based discussions, course planning and teaching. Successful completion of the course requires:

- Attendance/quizzes (no more than 3 absences and/or failed assignments/quizzes). All assigned readings are expected to be read prior to class and will be occasionally quizzed.
- Active weekly participation in class and group discussions/assignments.
- Satisfactory completion of group exercises in course design.
- Satisfactory peer evaluation of contributions and performance within the learning group 

CREDIT HOURS: 2.0