Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

active-learning strategies

STEM students working on a problem.

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]

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female professor in front of white board

Five Time-Saving Strategies for the Flipped Classroom

A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives. This particular podcast focused on how to “create margins” in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson’s work, Hyatt defines a margin as “the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Margin is the opposite of overload.”

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students working in a group

Managing In-Class Learning Experiences in Flipped Classrooms

In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment.

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Student in lecture hall

More Evidence That Active Learning Trumps Lecturing

The June-July issue of The Teaching Professor newsletter highlights a study you don’t want to miss. It’s a meta-analysis of 225 studies that compare STEM classes taught using various active learning approaches with classes taught via lecture. “The results indicate that average examination scores improved by about 6% in active learning sessions, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning.” (p. 8410) Carl Wieman, a Nobel-winning physicist who now does research on teaching and learning, describes the work as a “massive effort” that provides “a much more extensive quantitative analysis of the research on active learning in college and university STEM courses than previously existed.” (p. 8319) And what does he make of these results? “The implications of these meta-analysis results for instruction are profound, assuming they are indicative of what could be obtained if active learning methods replaced the lecture instruction that dominates U.S. postsecondary STEM instruction.” (pp. 8319-8320) That’s a long way from the guarded language usually found in commentaries on scientific results.

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A New Way to Help Students Learn Course Vocabulary

Most college students struggle with the vocabulary of our disciplines. In their various electronic exchanges, they do not use a lot of multisyllabic, difficult-to-pronounce words. And virtually all college courses are vocabulary rich—unfamiliar words abound. Most students know that the new vocabulary in a course is important. They use flash cards and other methods to help them memorize the words and their meanings for their exams. Two days later, the words and their meanings are gone.

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A Call for Engaged Teaching

As I left my desk to attend the faculty development workshop, I picked up four thank-you cards for the rotations program, a report to read, and a newsletter to edit. I’ve been to dozens of development seminars, and I’ve learned to be prepared with something else to do in case the presenter is mind-numbingly boring. The pleasant surprise of the morning was that the speaker engaged us in learning for more than three hours! How did he do that?

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