Support The World's Smartest Network

Help the New York Academy of Sciences bring late-breaking scientific information about the COVID-19 pandemic to global audiences. Please make a tax-deductible gift today.

This site uses cookies.
Learn more.


This website uses cookies. Some of the cookies we use are essential for parts of the website to operate while others offer you a better browsing experience. You give us your permission to use cookies, by continuing to use our website after you have received the cookie notification. To find out more about cookies on this website and how to change your cookie settings, see our Privacy policy and Terms of Use.

We encourage you to learn more about cookies on our site in our Privacy policy and Terms of Use.

Scientists Teaching Science 2022



Scientists Teaching Science 2022

Wednesday, June 1, 2022, 12:00 PM - Tuesday, August 9, 2022, 2:00 PM EDT

Online Course

Presented By

Science Alliance


Information on Scientists Teaching Science Class

Are you interested in teaching, but your students doze off during your lectures? Do they have a hard time answering the questions you ask? Do you find yourself wondering if there’s a different way of teaching science than just talking to them and showing them slides and illustrations? How can you tell if your students really understand the information or have memorized vocabulary terms?

This class is held completely online using the Canvas course management system.  It does not meet at any specific time; you have one week to complete each lesson with assignment due date on Tuesday evenings at 11:59 PM Eastern time. The course website is available 24/7 on any device that connects to the Internet. The best browsers to use are Google Chrome or Firefox. The time needed to complete all readings and activities is estimated to be about 3 hours a week. All participants who complete the course requirements will be eligible for a personal letter of recommendation from the instructor about teaching preparation for future employment. Participants who complete the course requirements will also receive a certificate of completion from the New York Academy of Sciences.

Course Objectives:

  1. Identify at least three active learning strategies.
  2. Determine whether an aspect of effective teaching / learning is true or false.
  3. Evaluate personal biases and cultural differences and how these affect student outcomes.
  4. Predict strategies to support underrepresented students and students with mental health problems.
  5. Compare inquiry-based activities to directed instructional activities.
  6. Create course objectives based on Bloom’s Taxonomy.
  7. Assess the level of Bloom’s Taxonomy of course objectives.
  8. Develop valid multiple choice and essay questions based on objectives.
  9. Recognize several steps in effective curriculum design.
  10. Compose a Teaching Philosophy Statement.
  11. Recommend one or more ways to notify potential students about consequences of cheating or plagiarism.
  12. Construct a detailed course syllabus.
  13. Evaluate the advantages and disadvantages of teaching and learning in an online environment.
  14. Improve your communication skills.


Course opens unofficially 25 May 2022; includes a 1-week holiday from June 29 – July 5, 2021





Due Date


Active Learning and Expert Learners: discussion of learning & teaching myths; assigned readings on current research findings about teaching and learning.

Beliefs About Teaching and Learning

Essay: Why I Want to Learn More About Teaching

Jun 7


Learning Environments and Assessments: discussion on rigor and improving academic outcomes in higher education; assigned readings on improving student outcomes.

Academically Adrift

First draft of teaching philosophy statement

Jun 14


Diversity and Bias: discrimination and bias in teaching; assigned readings about experiencing bias or promoting diversity in science careers; inclusive classrooms.

Bias and Diversity articles



Inquiry-Based Science Education: differences between traditional laboratory activities and inquiry-based investigations; assigned readings on inquiry-based teaching in various STEM subjects.





Writing Course Objectives: Bloom’s Taxonomy and student learning objectives; assigned readings about writing learning objectives.

Bloom's Taxonomy Practice

10 unique learning objectives

Jul 12


Creating Valid Assessments & Alternative Assessments: using rubrics and test blueprints; effective multiple choice and essay questions; designing and evaluating students without using tests for small and large classes; assigned readings on how to write valid assessment items.


5 test questions based on previously submitted learning objectives

Jul 19


Teaching Online: teaching and learning online; challenges and advantages; engaging students; resources and examples.


Online quiz – not graded


Elements of Curriculum Design: instruction on the steps involved in designing an entire course, a training session, or a single lesson.


Final copy of Teaching Philosophy Statement to include educational theories/strategies from course.

Aug 2


Writing a Syllabus & Reflections on Teaching: purpose of a syllabus; legal requirements of teaching; student/academic honor codes; student study habits; assigned reading on plagiarism and the purpose of a syllabus.


Syllabus based on topics in lecture and chosen subject / learning objectives.

Aug 9


Nonmember Student, Undergrad, Grad, Fellow
Member Student, Post-Doc, Fellow


Barbara Houtz
Barbara Houtz

STEM Education Solutions LLC