Learning Programs

Course Design Institute

A one week summer intensive course for faculty that covers elements of evidence-based pedagogical course design including: articulating clear learning outcomes (LOs), engaging students in active learning approaches to achieve or exceed the LOs, and use of formative and summative assessments to directly assess the LOs. Faculty will also develop new approaches and practices to implement course design including creating a positive, inclusive classroom learning environment and using productive academic talk strategies to assess and advance student thinking. Courses will next be offered June 8–12, and July 20–24, 2020. 

Teaching As Research Institute

Have you ever tried out a new strategy in your classroom and wondered how well it worked? Wanted to know which of two pedagogical approaches would be more effective? Or had a hunch that students who take your course in the spring need different supports than students who take it in the fall? If you are interested in systematically examining what’s going on in your classroom, please consider applying for the 3 day Teaching as Research Institute. We encourage participation regardless of discipline or prior experience with education research. After participating in the TAR Institute, you will be prepared to investigate the questions you have about student learning, motivation, or beliefs in your classroom, and the Trefny Center will be a resource for you in every part of the process. The next TAR institute will be July 7–9, 2020.

Engineering and Facilitating Online Learning (EFOL)

The Trefny Center offers the paced, asynchronous EFOL course for faculty to experience online learning from the perspective of a learner as they work through their initial course design. This five-week (10 hour per week commitment) online course for faculty is intended to support the development of the highest-quality online courses. Completion of this course is required before building or teaching any online course at Mines. Faculty must receive an average grade of 80% on assignments to “pass” the course. After completion of the course faculty work collaboratively with an Online Learning Experience Designer (OLED) to continue the design and building. The OLED will also coach the faculty as they teach the first section.

Multiple sections of the course will be offered across each academic year. Space is limited and priority will be given to faculty who are part of an approved fully online program. A commitment to complete the course will be expected from all enrolled faculty and graduate students. Please fill out this form to learn more about the course and to register.

You can also reach out to Sam Spiegel (sspiegel@mines.edu) with any questions.


Engineering Learning Intensive Course Revision Program

The Summer Intensive Course Revision Program was offered from 2016–2018 with the goal to systemically and significantly enhance teaching and learning at Mines. Each year, a cohort of faculty was brought together in a multi-week intensive to learn, work both collaboratively and independently to focus on their teaching, learn new pedagogy techniques and course design theory, and to significantly revise a course that was  taught by the faculty member during the following school year.

Overview, Participants, and Projects



*Click on highlighted names to access posters or presentation products.

2018 Cohort
 First Name  Last Name Department
Abd Arkadan Electrical Engineering & Computer Science
Whitney Trainor-Guitton Geophysics
Geoff Brennecka Metallurgical & Materials Engineering
Michael Barankin Chemical & Biological Engineering
Chuan Yue Computer Science
Ventzislav Karaivanov Mechanical Engineering
Sebnem Duzgun Mining Engineering
Gerald Bourne Metallurgical & Materials Engineering
Nanette Hodge Chemical & Biological Engineering
Dinesh Mehta Electrical Engineering & Computer Science
Brandon Dugan  Geophysics
Cynthia Norrgran Chemical & Biological Engineering
Qin Zhu  Humanities, Arts, & Social Sciences
Roel Sneider  Geophysics
Jurgen Brune  Mining Engineering
Jay Straker Humanities, Arts, & Social Sciences
Hendratta Ali Werth College of STEM
2017 Cohort
 First Name  Last Name Department
Mark Eberhart Chemisty
Ray Zhang Mechanical Engineering
Mark Seger Chemistry
Melissa Krebs Chemical & Biological Engineering
Tracy Gardner Chemical & Biological Engineering
Becky Lafrancois Economics and Business
Angie Sower Chemistry
Marcelo Simoes Electrical Engineering
Anthony Petrella Mechanical Engineering
Alexei Milkov Geology and Geological Engineering
Jeramy Zimmerman Physics
Vibhuti Dave Electrical Engineering
Mansur Ermila Petroleum Engineering
Eunhye Kim Mining Engineering
Rosmer Brito Petroleum Engineering
Ashlyn Munson Applied Mathematics and Statistics
Ugur Ozbay Mining Engineering
Gabriel Walton Geology and Geological Engineering
Jamal Rostami Mining Engineering
Ahmadreza  Hedayat Civil and Environmental Engineering
Rennie  Kaunda Mining Engineering
2016  Cohort
 First Name  Last Name Department
Yosef Allam EPICS
Linda Battalora Petroleum Engineering
Melanie  Brandt LAIS
Kristine Callan Physics
Debra Carney Applied Mathematics and Statistics
Allison Caster Chemistry
Stephanie Claussen EECS
Agata Dean Applied Mathematics and Statistics
 Jered Dean Mechanical Engineering
Steven DeCaluwe Mechanical Engineering
Holly Ecklund Applied Mathematics and Statistics
Renee Falconer Chemistry
Elizabeth  Holley Mining Engineering
Joseph Horan LAIS
Scott Houser Economics and Business
Derrick Hudson LAIS
Mark Kuchta Kuchta Mining Engineering
Mirna Mattjik EPICS
Mike Mikucki Applied Mathematics and Statistics
Rachel Morrish Chemical and Biological Engineering
Mike Nicholas Applied Mathematics and Statistics
Jeffery Paone EECS
John Persichetti Chemical and Biological Engineering
Jason Porter Mechanical Engineering
C. Josh Ramey Chemical and Biological Engineering
Greg Rulifson LAIS
Susanta Sarkar Physics
Rebecca Swanson Applied Mathematics and Statistics
Eric Toberer Physics