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Thinking STEM

Thinking:STEM

A photograph of a blackboard showing equations.

Are you based in a STEM discipline and teach mathematical content to undergraduate or postgraduate students?

Would you like support to develop your confidence in using teaching approaches that have been shown to improve student enjoyment and engagement, help students to think more critically about what they are learning, and to help students to develop skills that will support them within and beyond their degree?

If you answered yes to the above, then join us at Thinking:STEM.

Thinking:STEM is two days of interactive workshops that will look at how to implement active learning approaches into sessions that are teaching mathematical content in STEM subjects.

This event aims to support STEM Educators in HE involved in teaching mathematical content to develop alternative active learning strategies through a structured creative thinking process. Participants will be guided through the process from idea generation to development, trialling and evaluation of new approaches.

By the end of the two sessions, participants will have had the opportunity to develop their knowledge and confidence around designing and delivering active learning activities when teaching mathematical content in STEM subjects in HE.

Click here to register for Thinking STEMOpens new window

What is active learning?

Active learning places importance on students using higher order thinking skills as part of the learning process. They do this by participating in activities that enable them to explore and apply what they are learning via opportunities that encourage them to think, discuss, investigate and create. By giving students the opportunity to engage with what they are learning in this way, the students are supported to develop a deeper level of understanding of their subject. Active learning is about the skills the student develops as well as the subject content they learn.

What are the benefits of active learning?

Active learning has been shown not only to support students in developing content knowledge, but to also improve engagement and enjoyment of learning, help with retention of information, students develop skills such as critical thinking and problem solving, as well as supporting the development of collaboration skills. All vital skills identified as being important for success in future study and the world of work. i.e. it is a great approach for developing graduate attributes.

What will we cover in the workshops?

We will be starting from the basics and moving through to planning, design and experimentation with active learning approaches. There will be lots of practical examples shared and advice from those already implementing active learning within their teaching of mathematical content. You will also get a mentor and access to drop-in support between and after the workshops. Participants will be encouraged to bring along a real-world session that they have taught to reflect on and refine. In the second workshop there will be the opportunity to experiment risk-free with active learning approaches before trying them out with your own students.

In addition, there will also be the opportunity (for those who are interested) to collaboratively write a scholarship article on your journey implementing active learning into your teaching beyond the workshop.

Who can attend: The session is open to anyone involved in teaching in a STEM subject in Higher Education.

This event involves two sessions and we ask that participants attend both.

Session 1 will provide the opportunity to encounter and discuss approaches to active learning for teaching mathematical content in STEM subjects. Participants will be supported creatively consider the opportunities, practicalities and anticipated challenges of developing active learning for teaching mathematical content in their own context.

Between sessions participants will be asked to develop an idea that they can then deliver in session 2.

Session 2 will provide the opportunity for participants to test out the approach they have developed in a friendly, supportive, risk-free environment. There will then be chance to reflect on the activity and develop next steps for implementation beyond the EdLab environment.

Dates of sessions

  • Session 1: Wednesday 26th June 2024, In person in Durham, 10am to 3.30pm
  • Session 2: Wednesday 4th September 2024, In person in Durham, 10am to 3.30pm

Location

  • Teaching and Learning Centre, Durham University

Once you have registered using the link above, please send any dietary and accessibility requirements to dcad.workshop@durham.ac.uk by Friday 21st June 2024.