Teaching and Learning STEM

RICHARD M. FELDER, PHD, is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University and author of the bestselling Wiley textbook Elementary Principles of Chemical Processes, now in its fourth edition. He is the inaugural recipient of the Lifetime Achievement Award in Engineering Education, presented in 2012 by the American Society for Engineering Education.
 
REBECCA BRENT, EdD, is President of Education Designs, Inc., a consulting firm in North Carolina, and is a certified educational program evaluator. Prior to her work in consulting, she was an associate professor of education at East Carolina University.
 
Separately and together, Drs. Felder and Brent have published over 300 papers and presented over 700 workshops and seminars on STEM education on campuses around the world.

Rethink traditional teaching methods to improve student learning and retention in STEM
 
Educational research has repeatedly shown that compared to traditional teacher-centered instruction, certain learner-centered methods lead to improved learning outcomes, greater development of critical high-level skills, and increased retention in science, technology, engineering, and mathematics (STEM) disciplines.
 
Teaching and Learning STEM presents a trove of practical research-based strategies for designing and teaching courses and assessing students' learning. The book draws on the authors' extensive backgrounds and decades of experience in STEM education and faculty development. Its engaging and well-illustrated descriptions will equip you to implement the strategies in your courses and to deal effectively with problems (including student resistance) that might occur in the implementation. The book will help you:
* Plan and conduct class sessions in which students are actively engaged, no matter how large the class is
* Make good use of technology in face-to-face, online, and hybrid courses and flipped classrooms
* Assess how well students are acquiring the knowledge, skills, and conceptual understanding the course is designed to teach
* Help students develop expert problem-solving skills and skills in communication, creative thinking, critical thinking, high-performance teamwork, and self-directed learning
* Meet the learning needs of STEM students with a broad diversity of attributes and backgrounds
 
The strategies presented in Teaching and Learning STEM don't require revolutionary time-intensive changes in your teaching, but rather a gradual integration of traditional and new methods. The result will be continual improvement in your teaching and your students' learning.

Preface
 
Foreword
 
1. Introduction to college teaching
 
1.0. Welcome to the university, there's your office, good luck
 
1.1. Making learning happen
 
1.2. Learner-centered teaching: Definition, warning, and reassurance
 
1.3. What's in this book?
 
1.4. How to use the book
 
PART I: COURSE DESIGN
 
Interlude. What do they need to know?
 
2. Learning objectives: A foundation of effective teaching
 
2.0. Introduction
 
2.1. Writing and using course learning objectives
 
2.1.1. Scopes of learning objectives
 
2.1.2. Two keys to effective objectives: Clarity and observability
 
2.1.3. Using objectives as study guides
 
2.1.4. Why write objectives?
 
2.1.5. Objections and responses.
 
2.2. Bloom's Taxonomy of Educational Objectives
 
2.3. Addressing prerequisite requirements and learning outcomes
 
2.4. Ideas to take away
 
2.5. Try this in your course
 
Interlude. Good cop/bad cop: Embracing contraries in teaching
 
3. Planning courses
 
3.0. Introduction
 
3.1. Three steps to disaster, or, how not to approach a new course preparation
 
3.2. A rational approach to course preparation and redesign
 
3.3. Choosing a course text or content delivery system
 
3.4. Formulating a course grading policy
 
3.4.1. What should count toward the course grade, and by how much?
 
3.4.2. To curve or not to curve?
 
3.5. Writing a syllabus
 
3.6. The critical first week
 
3.6.1. Establish good relationships with and among your students
 
3.6.2. Motivate students to learn what you will be teaching
 
3.6.3. Establish effective communication with the students
 
3.6.4. Establish your policies and expectations and make them clear to the students
 
3.6.5. Test prerequisite knowledge and skills
 
3.6.6. Start using formative assessment
 
3.7. Ideas to take away
 
3.8. Try this in your course
 
Interlude. How to write class session plans (or anything else)
 
4. Planning class sessions
 
4.0. Introduction
 
4.1. Avoid common planning errors
 
4.2. What's in a class session plan?
 
4.3. Promote long-term memory storage, retrieval, and transfer of course content
 
4.4. Two cornerstones of effective class sessions
 
4.5. Plan good questions and activities
 
4.6. Don't turn classes into slide shows and verbal avalanches
 
4.7. Use handouts with gaps
 
4.8. Planning undergraduate laboratory courses
 
4.9. Ideas to take away
 
4.10. Try this in your course
 
PART II: COURSE IMPLEMENTATION
 
5. Elements of effective instruction
 
5.0. Introduction
 
5.1. Make class sessions effective
 
5.2. Make pre-class assignments effective
 
5.3. Don't be a slave to your session plans
 
5.4. Keep improving your teaching
 
5.5. Ideas to take away
 
5.6. Try this in your course
 
Interlude. Meet your students: Aisha and Rachel
 
6. Active learning
 
6.0. Introduction
 
6.1. What is active learning?
 
6.2. Structures and formats of activities
 
6.3. How well does active learning work? Why does it work?
 
6.4. Active learning for problem solving
 
6.5. Common mistakes
 
6.6. Common concerns
 
6.7. Active learning in recitations and flipped classrooms
 
6.8. Ideas to take away
 
6.9. Try this in your course
 
Interlude. Is technology a friend or foe of learning?
&nbs

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