University of Colorado at Boulder
Stephanie Chasteen is a physicist, research associate at the University of Colorado Boulder and active consultant, with a focus on supporting faculty adoption of evidence-based teaching practices. She is the Associate Director of the Science Education Initiative, where she began as a postdoctoral fellow in Physics. She is now the PI of the TRESTLE project at CU Boulder, helping to leverage the existing expertise built through the SEI to support further change at the institution. Stephanie has strategically avoided a faculty track, and considers herself a change agent and academic “at large,” providing expertise and woman-power to support broad change in STEM education.
Stephanie’s research is best-known in the areas of institutional change and the impact of the SEI model, and student learning in upper division physics. She is also a well-known external evaluator and consultant, and has worked with professional societies, universities, and informal science programs to provide feedback and materials. A former science journalist, Stephanie also makes heavy use of communication and multimedia tools in her work, and has written articles, web modules, podcasts, and directed short films aimed at disseminating evidence-based teaching practice. Her blog (blog.sciencegeekgirl.com) is widely read. Stephanie holds a PhD in Physics, and has worked in a wide range of organizations, including the Exploratorium in San Francisco, National Public Radio’s science desk, the PhET Interactive Simulations, university settings, and her cozy home office.
Website Content Contributions
Using Learning Assistants in Homework Help Sessions part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Using Learning Assistants in Recitation Tutorials part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants can be used to supplement the instructor and/or Teaching Assistant during recitations. They may help facilitate productive group work on tutorial activities designed to help ...
Using Learning Assistants in Oral Assessments part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants – prepared to work productively with students – have been used to facilitate ungraded, voluntary oral assessments offered prior to exams. Oral assessments last one ...
Using Learning Assistants to Support Peer Instruction with Classroom Response Systems ("Clickers") part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Learning Assistants are used to facilitate student discussion in peer instruction during clicker questions (i.e., classroom response systems), by asking Socratic questions, emphasizing reasoning, and probing student thinking.
Various Group Activities Using Learning Assistants part of Pedagogy in Action:Library:Teaching with Learning Assistants:Examples
Undergraduate Learning Assistants have been used to facilitate group work in a variety of ways, such as in-lecture tutorials and worksheets, group work in required recitations, and group work in optional ...
Teaching Method Module (1)
Teaching with Learning Assistants part of Pedagogy in Action:Library:Teaching with Learning Assistants
Stephanie V. Chasteen and Valerie Otero, University of Colorado at Boulder What are Learning Assistants? Learning Assistants are talented undergraduate students, primarily in mathematics and the sciences, chosen ...
Other Contribution (1)
Writing a proposal? Here are some great resources from ASCN! part of Accelerating Systemic Change Network:Posts
For many of us, it's proposal writing season. If you are submitting an NSF-IUSE proposal, there are increasing expectations that the proposal will include a theory of change for how the project aims to achieve ...