There are currently 11 open positions for Active Learning Initiative postdocs at Cornell University in a variety of departments. These postdocs will collaborate with faculty on course transformation projects to implement active learning strategies in Cornell undergraduate courses.
When the School of Integrative Plant Science (SIPS) was established in 2015, it significantly revised its 10-course, core undergraduate curriculum. In the four years since, the major has more than doubled in size. SIPS plans to transform their core curriculum with the help of a 2019 Active Learning Initiative grant by developing in-class activities, improving student learning, and providing faculty with resources to support these changes. These efforts will also target the laboratory components of the program by moving away from observational labs and towards experimental labs, where students make a hypothesis, design an experiment, collect and analyze data, and present their findings. The project will involve the work of 14 faculty and four postdocs over five years, with the resulting transformation of 10 courses, making it one of the largest ALI projects.
The Department of Biological and Environmental Engineering recognizes that in order to succeed as engineers, students must leave Cornell with problem-solving skills that transcend fundamental and applied knowledge sets. Students must be able to transfer their skills and knowledge across courses and contexts to identify and develop solutions to complex problems. As part of its 2019 Active Learning Initiative grant, the department will target four courses that focus on developing problem-solving skills in order to provide students with a “problem-solving toolbox.” This toolbox will serve beyond the immediate course and into meta-learning that spans biological engineering as a discipline, giving students a structure with many potential applications. Three faculty members and two postdoctoral fellows will transform three existing courses and develop one new course; about 200 students will take these courses every year.
Postdoctoral Teaching Associate (2 positions available): Department of Natural Resources
The new Environmental and Sustainability Sciences (ESS) major is a rapidly growing multidisciplinary major that includes 75 faculty from 22 departments across CALS and A&S. Through emphasizing cross-disciplinary perspectives, ESS faculty help students to think critically and work collaboratively with the goal of solving complex environmental problems. The 2019 Active Learning Initiative grant will allow them to redesign an online course on Climate Solutions and their Field Biology course, as well as develop new courses, including a capstone course that enables students to dive deeply into a semester-long group project. In a new course, Global Water Sustainability , students will work collaboratively to develop and evaluate plans for improving water resource management, including engaging in direct dialogue with outside experts. In Climate Solutions , students will identify, implement, and assess an individual climate action and a climate policy initiative. Students taking this course on campus will engage in discussions with students from around the world in a parallel MOOC class, and will receive extra training on cross-cultural communication and online interaction. The five faculty and two postdocs leading these efforts will share lessons widely within the ESS community to foster additional efforts to incorporate active learning approaches across a wide spectrum of courses.
Postdoctoral Teaching Associate: Department of Ecology and Evolutionary Biology
The Department of Ecology and Evolutionary Biology was one of the pioneers of the Active Learning Initiative in 2014. Evolutionary Biology and Diversity (BioEE 1780) was one of two core introductory courses transformed over the course of the department’s five-year grant. Now funded through the 2019 Initiative, course faculty are taking active learning one step further. With the help of an ALI-funded postdoc, the instructors will launch an online active learning version of the course. The online class will run parallel to the in-class course during the school year and on its own in the summer. The instructors hope that the new version of the course will reach a broader and more diverse community of students without increasing the size of the already popular in-person course. This online course will also serve as a model for designing online courses that employ active learning strategies and for assessing the effectiveness of an online version when compared to the in-person course.
Postdoctoral Teaching Associate: Department of Psychology
The Psychology Department is poised to impact and engage a significant number of students as they implement active learning strategies in several of their undergraduate courses. Introduction to Psychology , one of the largest courses at Cornell, will be transformed as part of this grant. Given the size of the course (over 800 students), faculty aim to introduce polling questions and student discussion, while in smaller classes, they will implement more inquiry-driven group work. Faculty in the Psychology Department are interested in broadening the pedagogical strategies they use and want to have a wider impact on psychology education by targeting learning outcomes established by the American Psychological Association. Five faculty and two postdocs will be supporting this project.
Postdoctoral Researcher: Sibley School of Mechanical and Aerospace Engineering
Struck by the differences they observed between students’ work in class and in their engineering project teams, seven faculty members in Mechanical and Aerospace Engineering (MAE) have developed a plan to transform six courses taken by nearly all MAE students during their junior year. Funded by the Active Learning Initiative for four years, these faculty will combine the best elements of project teams and coursework through case-based learning. They plan to introduce each concept in class with a real-world engineering example, followed by classroom activities and open-ended or team-based assignments. Because all juniors must take these classes simultaneously, faculty will be able to introduce projects and assignments that span multiple courses, focusing on different aspects of the same engineering challenge. The transformed courses will give over 130 students a year a richer and more applied engineering experience.
For more information on the project summaries, click here.