OVERVIEW/MISSION STATEMENT Graduate and postdoctoral training necessarily emphasizes independent research, often at the expense of other skills that are needed for future careers in higher education and other career paths. Even those who become faculty at research universities will devote a significant fraction of their time to mentoring, classroom teaching, curriculum development, and service to the campus and community. We have integrated future faculty (postdoctoral fellows and graduate students) into our curriculum development efforts as a way to enhance their professional development and provide a different perspective. This webpage was designed to serve as a resource for the grad students and post-docs involved in the HHMI curriculum development initiative, and it is our hope is that it will by used by other interested future-faculty members.

UNIVERSITY OF MARYLAND CENTER FOR TEACHING EXCELLENCE The purpose of CTE is to support the campus-wide efforts at the University of Maryland to enhance and reform undergraduate education and to offer tangible assistance to individual faculty and TAs as well as to the departments and colleges in which they work. A few of the many resources offered through CTE: Resource Packets contain brief articles, a bibliography and examples of teaching innovations in practice. Most books listed on the Resource Packet bibliographies are part of CTE's library Graduate Teaching Mentor Program Mentor sessions are voluntary and confidential. The main purpose of GTMP is improvement of teaching, not evaluation of teaching. Any Graduate Teaching Assistant who teaches for UMD, College Park can request a mentor. Graduate Teaching Assistant Resource Guide provides an overview of campus policies and resources of interest to all GTAs. It includes sections on GTA responsibilities, syllabus and assignment preparation, assessment, student needs, and campus resources available on the web. CTE Workshop Each semester, CTE hosts a series of workshops on issues related to teaching and learning. All University of Maryland teachers and others interested in ideas and issues related to teaching and learning are invited to attend. Relevant materials and handouts are provided.

UNIVERSITY OF MARYLAND COURSES ON UNIVERSITY TEACHING All teaching assistants in the College of Chemical and Life Sciences must take a 701 TA training course offered by their home department. BIOL701 Teaching Biology. Offered Fall Semester; taught by Irwin Forseth. Introduction to instructional methods and strategies, University and College policies, and campus resources for new LFSC graduate teaching assistants. CHEM701 Teaching Chemistry. Offered Fall Semester; taught by Staff. Introduction to instructional methods and strategies, University and College policies, and campus resources for new LFSC graduate teaching assistants. ENTM701 Effective Teaching: TA Training. Offered Fall Semester; taught by B. Kent. A survey and discussion of topics pertinent to graduate students who are first-time teaching assistants, including teaching responsibilities and policies, effective techniques of lecturing and leading discussions, composing and grading quizzes and exams, cultural diversity, time management, and development of a teaching portfolio. CBMG701 No information on Testudo Additional courses available to graduate students on teaching include: BIOL 608H Presenting Biological Concepts. Offered Spring Semester; taught by William Higgins. Syllabus from 2005. UNIV798a Learning and Pedagogy: An Introduction to University Teaching. Offered Spring Semester; taught by Spencer Benson.

PUBLICATIONS Cell Biology Education Journal of College Science Teaching (published by the National Association of Science Teachers) American Biology Teacher (published by the National Association of Biology Teachers) Journal of Research in Science Teaching (published by the National Association for Research in Science Teaching)

CURRENT TEACHING METHODS Group problem-solving in lecture Project IBSCORE Problem-based learning University of Delaware NC State University Case studies Lifelines Online National Center for Case Study Teaching in Science Inquiry-based labs Biology Brought To Life: A Guidebook To Teaching Students To Think Like Scientists Bioquest Murray State Interactive computer learning DNA Interactive C-Tools

GLOSSARY OF TEACHING TERMS 3 P's approach Problem-posing, Problem Solving and Peer Persuasion Active learning Assessment and evaluation Resources on assesment Case studies Classroom Response System Also Known As: Classroom Communication Systems, Personal Response Systems, Electronic Response Systems, Audience Response Systems Cooperative learning Deep learning Desirable difficulties Distance learning Guided discovery Guide on the side Informal science education Inquiry-based science instruction Intergrated curriculum Just in Time Teaching Learning cycle Learning styles Misconceptions One minute paper Peer Critical Learning Problem-based learning Teaching with technology Teaching portfolio Think-pair-share

MISCELLANEOUS LINKS The question was posed to a national network of professors and faculty developers, "What do you feel is the one book that is a must read for graduate students pursuing careers as professors?" Here's what they suggested. An article on Scientific teaching. Jo Handelsman et. al. In Science, 2004. A perspective on training graduate students as educators by Jo Handelsman, Teaching Scientists to Teach. Teaching Tip and Techniques provided by the Center for Teaching Development at the University of California, San Diego. Teaching Effectiveness Award Essays submitted by Berkeley graduate students who have received the Outstanding Graduate Student Instructor Award.