STEM crisis teaching: Curriculum design with e-learning tools

Sonya E Van Nuland; Elissa Hall; Natalie R Langley

doi:10.1096/fba.2020-00049

STEM crisis teaching: Curriculum design with e-learning tools

FASEB Bioadv. 2020 Aug 16;2(11):631-637. doi: 10.1096/fba.2020-00049. eCollection 2020 Nov.

Authors

Sonya E Van Nuland¹, Elissa Hall², Natalie R Langley³

Affiliations

¹ Department of Cell Biology and Anatomy Louisiana State University Health Sciences Center New Orleans LA USA.
² Office of Applied Scholarship and Education Science Mayo Clinic College of Medicine and Science Mayo Clinic Rochester MN USA.
³ Department of Laboratory Medicine and Pathology Division of Anatomic Pathology Mayo Clinic Arizona Scottsdale AZ USA.

Abstract

The COVID-19 pandemic and subsequent social distancing protocols have accelerated the shift to online teaching across the globe. In Science, Technology, Engineering, and Mathematics (STEM) programs this means a shift from face-to-face laboratory instruction to self-directed learning with e-learning tools. Unfortunately, selecting and integrating an e-learning tool into a curriculum can be daunting. This article highlights key questions and practical suggestions instructors should consider in choosing the most effective option for their course and learners.

Keywords: COVID‐19; computer‐assisted instruction; curriculum; distance education.