Self-Paced Courses and MOOCs
Self-paced on-demand and massive open online courses (MOOCs) from the CIRTL Network and partner institutions such as Cornell are designed to prepare aspiring faculty to be effective teachers and more confident and prepared early-career academics and professionals, through the most flexible possible format. The courses listed below are offered through various platforms including EdX, the CIRTL Network Moodle platform, and Cornell University’s Canvas platform.
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Evidence-Based STEM Teaching Courses
These courses draw on the expertise of STEM faculty, educational researchers, and staff from university teaching centers, many of them affiliated with the Center for the Integration of Research, Teaching, and Learning (CIRTL), a network of 45 research universities collaborating in the preparation of graduate students and postdocs as future faculty members. There are opportunities for peer-to-peer learning, both online and locally.
These courses can be taken in either order, depending on if you would like an overview of how people learn (in course 1), or to jump right to in-depth strategies for advancing teaching and learning (in course 2).
Course 1: An Introduction to Evidence-Based Undergraduate STEM Teaching
An Introduction to Evidence-Based Undergraduate STEM Teaching is a self-paced asynchronous online course designed to prepare aspiring faculty in STEM disciplines (natural and social sciences, technology, engineering, and mathematics) to be more effective teachers through an introduction to evidence-based STEM teaching practices. Originally created with funding from the National Sciences Foundation and iteratively updated to reflect contemporary teaching and learning topics, this course addresses: how people learn, developing and assessing learning objectives, using active and inclusive teaching strategies to support all learners, and how to turn all these pieces into a coherent lesson plan.
Offered: On demand, as of Spring 2025
Course 2: Advancing Learning through Evidence-Based STEM Teaching
Course 2, Advancing Learning through Evidence-Based STEM Teaching, prepares science, technology, engineering, and mathematics (STEM) instructors to develop and implement teaching practices that advance the learning experiences and outcomes of both students and teachers. Participants will learn about effective teaching strategies and the research that supports them, including active learning and flipped classroom approaches. While this course builds on Course 1, it is recommended but not required as a prerequisite.
Topics include: Practice and Feedback – Peer Instruction, Problem-Based Learning; Thinking Like a Scientist – Inquiry-Based Labs; Learning Communities – Cooperative Learning, Learning through Diversity; Course Design – The Flipped Classroom; Principles and Practices – Final Project and Peer Feedback.
Offered: On demand, as of Spring 2025
Course Materials and Learning Communities
The instructors are releasing most of the learning materials generated for these courses in an open-source manner, so that anyone can re-use and incorporate materials such as videos in new or existing training programs for current and future faculty. Visit the STEM Teaching Course website to view video content.
If you’re a Cornellian and interested in organizing or participating in a learning community to discuss the ideas from CIRTL Network courses further while they are running, please contact futurefaculty@cornell.edu. We can provide with access to instructor guides with discussion prompts and questions, technical support and communications assistance, and a modest budget for photocopying or refreshments.
MOOC development and evaluation research were funded by a grant from the National Science Foundation (DUE#: 1347605) to Michigan State University and other partnering CIRTL Network institutions.
Inclusive Teaching
Teaching and Learning in the Diverse Classroom
A non-credit online course from Cornell University’s Center for Teaching Innovation offered as a self-paced on-demand Canvas course and including periodic opportunities for graduate student/postdoc learning communities on inclusive teaching, typically co-sponsored with the Future Faculty and Academic Careers program.
Learn more about the development of and content of this course at the Center for Teaching Innovation website.
Offered: On demand, as of Fall 2024
The Inclusive STEM Teaching Project
The Inclusive STEM Teaching Project is a 7-week course designed to advance the awareness, self-efficacy, and the ability of faculty, postdocs, and doctoral students to cultivate inclusive STEM learning environments for all their students and to develop themselves as reflective, inclusive practitioners. This course is offered on-demand in EdX.
The Inclusive STEM Teaching Project was developed by a team at Boston University, Northwestern, University of Michigan – Ann Arbor, Des Moines Area Community College, The University of Utah, University of Wisconsin – Madison, and the University of Georgia, and funded under NSF Directorate of Educational and Human Resources and Division of Undergraduate Education grants.
The Postdoc Academy
The Postdoc Academy is a comprehensive program built on the National Postdoctoral Association core competencies to support skill development throughout postdoc training, from orientation to next career step. This program consists of two free online courses offered via EdX, and local learning communities built specifically for postdocs (Postdoc Academy Learning Sessions, or PALS).
Course 1: Succeeding as a Postdoc
The first online course, Succeeding as a Postdoc, addresses foundational skills and career planning, establishing the professional habits postdocs will need to strategically prepare for their career and succeed in their postdoc. Topics include: Finding Success as a Postdoc, Exploring and Preparing for a Successful Career, Developing Resilience, and Working Effectively in an Intercultural Environment.
Course 2: Building Skills for a Successful Career
A second online course, Building Skills for a Successful Career, focuses on developing advanced skills to help postdocs transition to their chosen career path. Topics include: Exploring Leadership, Building and Supervising a Team, Project Management, Applying Teaching Skills Beyond the Classroom, Strategic Communications, and Finding and Landing the Job.
The Postdoc Academy was developed by a team at Boston University, Michigan State University, University of Wisconsin – Madison, and Northwestern University, with funding from the National Institutes of Health.