OS2 Project


Professional Development

To teach is to empower, but we must first be empowered to empower others.
— Frederick Moore, PhD

Our approach to professional development (PD) training for the OS² Project is unique, where we train instructors to teach to both the cognitive and affective (emotional) learning domains. Our PD services are separated into two areas.

  • PD training for instructors on how to effectively implement the OS² curriculum, which utilizes a student evaluation instrument to measure impact, and a website portal to aide in delivery.

  • PD training on the cognitive and/or affective domains that can be leveraged in the classroom, during office hours or out of class interactions with students.

OS2 PD Training

The OS² curriculum is divided into three major areas, intellectual and emotional self-awareness and balance. The three areas are further divided into six factors:

  • Cognitive Strategies

  • Self Regulation

  • Persistence

  • Self-Efficacy

  • Time Management

  • Stress Management

Each lesson in the curriculum addresses one of the six factor areas, and our student evaluation instrument can be used to measure internal changes in students pre- and post intervention. PD training on the OS² curriculum incorporates teaching to both the cognitive and affective learning domains, and the curriculum provides an avenue for the instructor to facilitate interactive discussions on topics that are designed to create inner and outer awareness.

Cognitive & affective PD Training

Every institution has a goal of high retention and success rates. Of interest, our data indicates that self-efficacy has a 12% affect on grades of students taking general chemistry in college. We have seen a positive change in the approach that faculty take to engage STEM students in and out of the classroom after they have been trained on the OS² curriculum. We believe training of faculty and instructors on how o teach to both the cognitive and affective learning domains can assist with the following:

  • the ability to connect with students that experience fear and doubt as they pursue a STEM degree and provide them with strategies and techniques to be successful.

  • change the culture of your STEM department by training faculty on how to motivate students to persist when faced with intellectual and emotional challenges.

  • provide an avenue for faculty to share best practices around challenging situations that arise in student interactions through scenario-based role playing activities.