Courses

CTLO offers several courses on university teaching; all are carefully designed around participant outcomes, grounded in the latest discipline-based educational research, and model effective teaching practices. Please explore our offerings: 

• E110 (Principles of University Teaching and Learning in STEM) [Grad Students / Postdocs]: This course has been offered since 2013 and has enrolled over 130 graduate students and numerous postdoctoral and other auditors.
• SA59 (Learn How to Learn) [1st / 2nd year Undergraduate Students]: Students in this course will learn best practices in how to improve their own learning at Caltech, as well as how to incorporate this knowledge in their roles as campus tutors and TAs. Class sessions will focus on effective usage of metacognition, growth mindset, the learning cycle, focused study sessions, active reading, homework as assessment, effective groupwork, and the power of teaching.
• TYRIT (Transforming your Research Into Teaching) [Postdocs]: Students in this course will undergo a five-day intensive bootcamp that will equip them with course design skills, culminating in a finalized syllabus and a one-slide overview of the participants' designed course. Useful for faculty applications!

Principles of University Teaching and Learning in STEM: E 110 (3 units, pass-fail).

No Prerequisites. This course qualifies as an option to fulfill the required "Learn" component of the Caltech Future Faculty and Mentors (CFAM) Certificate of Practice in University Teaching.

Course Description

This graduate course examines the research on university-level STEM (science, technology, engineering, and mathematics) teaching and learning, which has been used to inform a well-established body of evidence-based teaching practices. Increasingly, future PIs and faculty are called upon to demonstrate knowledge of and ability to apply established pedagogical and assessment practices, as well as to analyze the efficacy of new approaches. Weekly interactive meetings will provide focused overviews and guided application of key pedagogical research, such as prior knowledge and misconceptions, novice-expert differences, and cognitive development as applied to university teaching. We will explore the roles of active learning, student engagement, and inclusive teaching practices in designing classes where all students have an equal opportunity to be successful and feel a sense of belonging, both in the course and as scientists. Readings will inform in-class work and students will apply principles to a project of their choice.

Course Background

E110 was started in Fall 2013. It has been offered once or twice per year since 2013. The course was most recently taught by Dr. Melissa Dabiri in Spring 2022. Over 200 students have taken the class for credit, along with dozens of auditors, and E110 is formally part of the CFAM Certificate of Practice in University Teaching.

SA 59: Learning How To Learn

Interested in expanding your skills as a Caltech TA or Peer Academic Coach?

Wondering how to refine and expand your own learning skills?

Course Description: Students in this course will learn best practices in how to improve their own learning at Caltech, as well as how to incorporate this knowledge in their roles as campus tutors and TAs. Class sessions will focus on effective usage of metacognition, growth mindset, the learning cycle, focused study sessions, active reading, homework as assessment, effective groupwork, and the power of teaching.

This course focuses on developing course design skills, culminating in a finalized syllabus and a one-slide overview of the participants' designed course. Attendees will acquire tools for faculty applications and enhance their ability to communicate their research highlights. A Canvas site will serve as a resource hub, support weekly submissions, and provide valuable feedback. This course is offered every term. See the CTLO events calendar for dates and registration.