2023 Problem-Solving Course Design Institute
Problem solving is a skill you develop over time, but how do you teach it in a semester? The Problem-Solving Course Design Institute (PSCDI) is an opportunity for faculty, staff, postdocs, and graduate student teams* to (re)design assignments that engage students in the problem-solving process. Instructors will be able to apply evidence-based approaches to teaching and learning, reflect on their own problem-solving process, and how to effectively communicate those skills to students. PSCDI is a cohort-based model, so instructors will have an opportunity to share their insights with colleagues in a supportive environment and synthesize new ways to approach teaching the problem-solving process.
*We strongly encourage faculty to invite members of their instructional team (i.e., a postdoc, graduate student, and/or undergraduate student) to participate.
Faculty participants may choose to co-design their course with a graduate or undergraduate student, or an undergraduate problem-solving fellow.
- Dec 7, 2022: Applications due
- Jan 18-20, 2023: Intensive 2.5-day Institute
- Spring 2023-Fall 2023: Participant course offered; formative feedback collected
- May 2023: Cohort recognized at University Award Ceremony
- Participation in the Problem-Solving Course Design Institute: Jan 18-20, 2023
- Participation in individual consultations with Sheridan Center staff
- Instruction of a course that features at least two (2) redesigned assignments during the Spring 2023 or Fall 2023 term
- Collection of formative feedback from students
- Participation in the assessment components of the program
- Upon successful completion of the program requirements, faculty participants will receive $1,000, payable as a research award, to use for course development costs
Please submit a complete application by Wednesday, December 7, 2022 (5pm ET). Participants will be selected from a range of disciplines.
PSCDI is the instructor complement of UNIV 1110: Theory and Practice of Problem Solving. STEM undergraduate teaching assistants who take this course will become Problem-Solving Fellows who will have the skills necessary for effective problem-solving, engaging in diverse learning spaces, and reflective learning and teaching practices.
For more information, contact [email protected].
Problem-Solving Course Design Institute Faculty Participants
- Amit Basu, Chemistry, CHEM 0360: Introductory Organic Chemistry
- Erica Durante, Center for Latin American and Caribbean Studies, LACA 0500/HISP 0750T: Around Latin America in 80 Days, An Historical and Cultural Journey
- Scott Frickel, Environment and Society and Sociology, SOC 0250: An Environmental Sociology for a Rapidly Warming World
- Jordan Kostiuk, Mathematics, MATH 1010: Analysis, Functions of One Variable
- Emily Rauscher, Sociology, SOC 1100: Introductory Statistics for Social Research
- Lulei Su, East Asian Studies, CHIN 0350: Elementary to Intermediate Chinese for Advanced Beginners
- Omar Galarraga, Health Services, Policy, and Practice, PHP 1100: Comparative Heath Care Systems
- Alexander Hayne, Theatre Arts and Performance Studies, Problem Solving for Constructing Theatrical Scenery
- Jose Conde Alonso, Mathematics, MATH 1610: Probability
- David Lindstrom, Sociology, SOC 1281: Migration in the Americas
- Maria Nastasescu, Mathematics, MATH 1560: Number Theory
- Sharon Swartz, Ecology and Evolutionary Biology, BIOL 0400: Biological Design: Structural Architecture and Organisms
- James Valles, Jr., Physics, PHYS 0070: Analytical Mechanics