Articles

Teaching Quantitative Problem-Solving Skills Lies in the Solution

Editor’s Note: One of the themes that emerged from our recent Faculty Focus reader survey was a request for more articles specifically related to teaching in the STEM disciplines. In response, we are pleased to present an article written by true leaders in STEM education and the authors of Teaching and Learning STEM: A Practical Guide (Jossey-Bass, 2016). As its name suggests, the book focuses on the practical application of research-based strategies for designing and teaching STEM courses. It has been called “hands-down the best instruction manual for professors in science, technology, engineering, and mathematics that you can find.” [Barbara Oakley, PhD]

Rebecca Brent, EdD, and Richard M. Felder, PhD August 15, 2016

Trying Something New? Seven Things that Boost Success Rates

So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses. Maybe it’s a

Maryellen Weimer, PhD August 10, 2016

Testing What You’re Teaching Without Teaching to the Test

Have your students ever told you that your tests are too hard? Tricky? Unfair? Many of us have heard these or similar comments. The conundrum

Cindy Decker Raynak and Crystal Ramsay, PhD August 8, 2016

What You Are Teaching? What Are They Learning?

Consider the lessons we learn without being fully aware they are taking place. Take something simple, such as walking into a new building for the first time. With everyone and everything you observe, your mind is giving you feedback based on a multitude of judgments. These impressions, while sometimes incorrect, come to us with little effort. Yet they could loosely be considered teaching and learning without calling it either. I have found this to be a fruitful concept from a pedagogical standpoint. How many of us actively question this point to ourselves, “What am I teaching students, and what are they learning?”

Dale Schlundt August 4, 2016

Classroom Spaces Where Great and Magical Things Can Happen

Classroom spaces (virtual or physical) are special. We tend to take them for granted, partly because spaces in general have become less differentiated. We don’t do certain things in specified places like we used to. We work at home, on planes, and in various public spaces. We eat in our cars and in front of the TV. We use our devices everywhere—bathrooms, bedrooms, churches, cars, elevators, street corners, and, yes, classrooms.

Maryellen Weimer, PhD August 3, 2016

Overcoming Racial Tension: Using Student Voices to Create Safe Spaces in the Classroom

Since the election of President Barack Obama, America has been pushing a false narrative of a post-racial society. The continued killings of black and brown

Kyesha Jennings August 1, 2016

Prior Knowledge as an Unexpected Obstacle to Learning

Prior knowledge is essential for learning because it helps us make sense of new ideas and information. But when that prior knowledge is incomplete, confused, or flawed, it can create barriers to learning. Consider the following scenarios.

Janet G. Hudson, PhD July 27, 2016

Supporting Transgender Students in the Classroom

As the higher education community continues to work to create a more inclusive learning environment, the needs of our gender-variant students are too often overlooked. This article outlines a few ways faculty can create an atmosphere that supports trans-identified and gender-nonconforming students.

Sherry Zane, PhD July 25, 2016

Introducing Computer Science Majors to (the Lack of) Diversity and Inclusivity

I suspect the computer science (CS) department at Ball State University is like most CS departments; we have few females, and Black, Indigenous, People of

David Largent July 22, 2016

An Old-School Approach to Getting Students to Read

During semester breaks, I prepare my courses for the upcoming semester, a regular ritual for most academics. My process begins with reflecting on my formal and informal teaching evaluations and considering ways to improve the course. I add new topics and delete others. I review assignments and change them as needed. And I spend a lot of my preparation time choosing timely, thought-provoking articles to assist students in learning the course content.

Jacqueline S. Hodes EdD July 22, 2016

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