Teaching and Learning STEM

A Practical Guide
 
 
Jossey-Bass Inc.,U.S. (Verlag)
  • erschienen am 11. Februar 2016
  • |
  • 336 Seiten
 
E-Book | PDF mit Adobe DRM | Systemvoraussetzungen
978-1-118-92583-6 (ISBN)
 
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.
1. Auflage
  • Englisch
  • Hoboken
  • |
  • USA
John Wiley & Sons Inc
  • Für Beruf und Forschung
  • 4,18 MB
978-1-118-92583-6 (9781118925836)
1118925831 (1118925831)
weitere Ausgaben werden ermittelt
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.
  • Cover
  • Title Page
  • Copyright
  • Contents
  • The Authors
  • Tables, Figures, and Exhibits
  • Foreword
  • Preface
  • Chapter 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 1 Designing courses
  • Interlude. What do they need to know?
  • Chapter 2 Learning objectives: A foundation of effective teaching
  • 2.0 Introduction
  • 2.1 Writing and using course learning objectives
  • 2.2 Bloom's taxonomy of educational objectives
  • 2.3 Addressing course prerequisites and program outcomes
  • 2.4 Ideas to take away
  • 2.5 Try this in your course
  • Interlude. Good cop/bad cop: Embracing contraries in teaching
  • Chapter 3 Planning courses
  • 3.0 Introduction
  • 3.1 Three steps to disaster, or, how not to approach 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
  • 3.5 Writing a syllabus
  • 3.6 The critical first week
  • 3.7 Ideas to take away
  • 3.8 Try this in your course
  • Interlude. How to write class session plans (or anything else)
  • Chapter 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
  • 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 2 Teaching courses
  • Chapter 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
  • Chapter 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 active learning mistakes
  • 6.6 Common active learning 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?
  • Chapter 7 Teaching with technology
  • 7.0 Introduction
  • 7.1 Instructional technology tools
  • 7.2 Learning benefits of technology
  • 7.3 Setting up communications
  • 7.4 Integrating technology into instruction
  • 7.5 Blended learning and flipped classrooms
  • 7.6 Online courses
  • 7.7 Ideas to take away
  • 7.8 Try this in your course
  • Interlude. Meet your students: Michelle, Ryan, and Alex
  • Chapter 8 Evaluating knowledge, skills, and understanding
  • 8.0 Introduction
  • 8.1 Multiple-choice and short-answer questions
  • 8.2 Evaluating and promoting conceptual understanding
  • 8.3 Evaluating problem-solving skills
  • 8.4 Evaluating reports and presentations
  • 8.5 Ideas to take away
  • 8.6 Try this in your course
  • Part 3 Facilitating skill development
  • Interlude. Meet your students: Stan and Nathan
  • Chapter 9 Problem-solving skills
  • 9.0 Introduction
  • 9.1 The long, steep path from novice to expert
  • 9.2 Strategies for teaching expert problem-solving skills
  • 9.3 A structure for complex problem solving
  • 9.4 Problem-based learning
  • 9.5 Ideas to take away
  • 9.6 Try this in your course
  • Interlude. Meet your students: Dave, Megan, and Roberto
  • Chapter 10 Professional skills
  • 10.0 Introduction
  • 10.1 How can professional skills be developed
  • 10.2 Communication skills
  • 10.3 Creative thinking skills
  • 10.4 Critical thinking skills
  • 10.5 Self-directed learning skills
  • 10.6 Project-based learning
  • 10.7 Creating a supportive environment for professional skill development
  • 10.8 Ideas to take away
  • 10.9 Try this in your course
  • Interlude. Sermons for grumpy campers
  • Chapter 11 Teamwork skills
  • 11.0 Introduction
  • 11.1 Cooperative learning
  • 11.2 How should teams be formed?
  • 11.3 What can teams be asked to do?
  • 11.4 Turning student groups into high-performance teams
  • 11.5 Dealing with difficulties
  • 11.6 Ideas to take away
  • 11.7 Try this in your course
  • Chapter 12 Learner-centered teaching revisited
  • 12.0 Introduction
  • 12.1 Aspects of student diversity
  • 12.2 Inductive teaching and learning
  • 12.3 Learner-centered teaching strategies
  • 12.4 Last words
  • References
  • Index
  • EULA

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