Developing a Set of Effective Strategies for Course and Curriculum Innovation (ETL)
Project Lead: Tanya Uden-Holman
Funding Approved: Fiscal Year 23
Project Status: In Progress
Funded amount: $477,960 over two years
Building off the success of the Hawkeye Introductory Course project, this project centralizes efforts to improve student outcomes and narrow equity gaps in key introductory STEM courses and course sequences, with the long-term goal of improving student retention and graduation rates.
Additionally, the project is facilitating critical institutional change around student academic success and serves as a catalyst for emerging institutional strategic priorities relating to excellence in teaching and learning.
Activities to date:
- Creation of a Hawkeye Introductory Course Toolkit, which includes tested interventions on implementing changes in courses and resources for development and improvement
- Faculty presented these innovative interventions at national conferences
- Partnered with other institutions to serve as a host site for the American Talent Initiative Summer Equity Institute, allowing faculty and graduate students to engage in conversations about best practices related to equity and course improvement
- Hosted monthly professional development meetings for faculty and graduate students that were beneficial and well-received
- Hired a postdoc who will assess the program in year two, focusing on departmental readiness and barriers to implementing curriculum innovations.
Next Steps:
In year two, the ETL P3 team will pilot a Students as Partners program that will incorporate undergraduate student voices and experiences into course design. Additionally, the group plans to pilot a Head TA program that will allow graduate student an opportunity to engage in peer mentorship related to teaching effectiveness.
The ETL team will continue to offer faculty development opportunities, work with departments and faculty to optimize curriculum, and expand campus partnerships to foster a campus culture that values and rewards excellence in teaching.
In the News
Redesigning introductory courses to improve student learning
As part of the P3-funded Excellence in Teaching and Learning project, faculty in six departments have redesigned their large-enrollment introductory STEM courses, taken primarily by first- and second-year students, to improve student experiences and learning outcomes.
Learning assistants help change classroom dynamic
In the UI Department of Chemistry, learning assistants are helping facilitate discussion and encouraging students to speak up and ask questions. The addition of learning assistants began in the spring of 2022 and is helping bridge the gap between instructor and student — particularly from the student perspective.