Teaching and Learning STEM
A Practical Guide
2. Edition March 2024
368 Pages, Hardcover
General Reading
ISBN:
978-1-394-19634-0
John Wiley & Sons
Further versions
The widely used STEM education book, updated
Teaching and Learning STEM: A Practical Guide covers teaching and learning issues unique to teaching in the science, technology, engineering, and math (STEM) disciplines. Secondary and postsecondary instructors in STEM areas need to master specific skills, such as teaching problem-solving, which are not regularly addressed in other teaching and learning books. This book fills the gap, addressing, topics like learning objectives, course design, choosing a text, effective instruction, active learning, teaching with technology, and assessment--all from a STEM perspective. You'll also gain the knowledge to implement learner-centered instruction, which has been shown to improve learning outcomes across disciplines.
For this edition, chapters have been updated to reflect recent cognitive science and empirical educational research findings that inform STEM pedagogy. You'll also find a new section on actively engaging students in synchronous and asynchronous online courses, and content has been substantially revised to reflect recent developments in instructional technology and online course development and delivery.
* Plan and deliver lessons that actively engage students--in person or online
* Assess students' progress and help ensure retention of all concepts learned
* Help students develop skills in problem-solving, self-directed learning, critical thinking, teamwork, and communication
* Meet the learning needs of STEM students with diverse backgrounds and identities
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 a marked improvement in your teaching and your students' learning.
The Authors xi
Tables, Figures, And Exhibits xiii
Foreword xvii
Preface To The First Edition xix
Preface To The Second Edition xxiii
1 Introduction To Teaching 1
1.0 Welcome, There's Your Desk, Good Luck 1
1.1 Learner-Centered Teaching: Definition, Warning, And Reassurance 3
1.2 What's In This Book? 5
1.3 How To Use The Book 6
1.4 Good News 7
Part One Planning Courses Interlude. What Do Stem Graduates Need To Know? 11
2 Learning Objectives: A Foundation Of Effective Teaching 15
2.0 Introduction 15
2.1 Writing And Using Learning Objectives 17
2.2 Bloom's Taxonomy Of Educational Objectives 27
2.3 Ideas To Take Away 32
2.4 Try This In Your Course 32
Interlude. Good Cop/Bad Cop: Embracing Contraries In Teaching 33
3 Planning Courses 35
3.0 Introduction 35
3.1 Three Steps To Disaster, Or, How Not To Approach Course Preparation 36
3.2 A Rational Approach To Course Preparation And Redesign 37
3.3 Intelligent Use Of Artificial Intelligence 42
3.4 Course Policies And Procedures 44
3.5 Writing A Course Syllabus 51
3.6 The Critical First Week 53
3.7 Ideas To Take Away 64
3.8 Try This In Your Course 65
Interlude. Meet Your Brain 67
4 Planning Instruction 73
4.0 Introduction 73
4.1 Avoid Common Planning Errors 73
4.2 What's In A Class Session Plan? 75
4.3 Promoting Learning 75
4.4 Two Cornerstones Of Effective Class Sessions: Activity And Variety 78
4.5 Plan Good Questions And Activities 79
4.6 Don't Turn Classes Into Slide Shows And Verbal Avalanches 82
4.7 Use Handouts With Gaps 84
4.8 Planning Laboratory Courses 89
4.9 Ideas To Take Away 92
4.10 Try This In Your Course 93
Interlude. How To Write Class Session Plans (Or Anything Else) 95
Part Two Teaching Courses
5 Elements Of Effective Instruction 101
5.0 Introduction 101
5.1 Making Class Sessions Effective 102
5.2 Make Pre-Class Assignments Effective 105
5.3 Don't Be A Slave To Your Session Plans 108
5.4 Keep Improving Your Teaching 109
5.5 Ideas To Take Away 113
5.6 Try This In Your Course 114
Interlude. Meet Your Students: Aisha And Rachel 115
6 Active Learning 119
6.0 Introduction 119
6.1 What Is Active Learning And What Happens When You Do It? 120
6.2 Content And Formats Of Activities 122
6.3 How Well Does Active Learning Work? Why Does It Work? 125
6.4 Active Learning For Problem Solving 128
6.5 Avoiding Common Active Learning Mistakes 131
6.6 Common Active Learning Concerns 134
6.7 Ideas To Take Away 138
6.8 Try This In Your Course 139
7 Teaching Online 141
7.0 Introduction 141
7.1 Modes Of Instruction 142
7.2 Necessary Conditions For Successful Online Instruction: Three Interactions, Two Presences, And A Taxonomy 143
7.3 Planning And Delivering An Effective Online Or Hybrid Course 146
7.4 Features And Comparisons Of The Instructional Modes 156
7.5 Flipped Classrooms 157
7.6 Maximizing Accessibility Of Teaching Materials 159
7.7 A Quick Look Back At The Elephant In The Room (Aka Ai) 161
7.8 Ideas To Take Away 161
7.9 Try This In Your Online Or Hybrid Course 162
Interlude. Meet Your Students: Mingyu, Ryan, And Alex 165
8 Assessing Knowledge, Skills, And Understanding 169
8.0 Introduction 169
8.1 Multiple-Choice And Short-Answer Questions 170
8.2 Assessing And Promoting Conceptual Understanding 174
8.3 Assessing Problem-Solving Skills 178
8.4 Grading Written And Oral Reports 190
8.5 Getting By With A Little Help From Technology 199
8.6 Ideas To Take Away 201
8.7 Try This In Your Course 202
Part Three Facilitating Skill Development Interlude. Meet Your Students: Stan And Nathan 205
9 Developing Problem- Solving Expertise 209
9.0 Introduction 209
9.1 The Long, Steep Path From Novice To Expert 210
9.2 Strategies For Developing Problem-Solving Expertise 213
9.3 Inductive Teaching And Learning 222
9.4 Ideas To Take Away 230
9.5 Try This In Your Course 231
Interlude. Meet Your Students: Dave, Megan, And Roberto 233
10 Professional Skills 237
10.0 Introduction 237
10.1 How Can Professional Skills Be Developed? 238
10.2 Communication Skills 240
10.3 Creative Thinking Skills 242
10.4 Critical Thinking Skills 249
10.5 Self-Directed Learning 253
10.6 Creating A Supportive Environment For Professional Skill Development 256
10.7 Ideas To Take Away 258
10.8 Try This In Your Course 259
Interlude. Sermons For Grumpy Campers 261
11 Teamwork Skills 265
11.0 Introduction 265
11.1 Cooperative Learning 266
11.2 How Should Teams Be Formed? 268
11.3 What Can Teams Be Asked To Do? 272
11.4 Turning Student Groups Into High-Performance Teams 275
11.5 Dealing With Difficulties 283
11.6 Ideas To Take Away 287
11.7 Try This In Your Course 288
12 Learner-Centered Teaching Revisited 289
12.0 A Key To Good Teaching 289
12.1 Diversity, Equity, And Inclusion (Dei) 291
12.2 Overview Of Learner-Centered Teaching 298
12.3 Last Words 300
References 301
Index 329
Tables, Figures, And Exhibits xiii
Foreword xvii
Preface To The First Edition xix
Preface To The Second Edition xxiii
1 Introduction To Teaching 1
1.0 Welcome, There's Your Desk, Good Luck 1
1.1 Learner-Centered Teaching: Definition, Warning, And Reassurance 3
1.2 What's In This Book? 5
1.3 How To Use The Book 6
1.4 Good News 7
Part One Planning Courses Interlude. What Do Stem Graduates Need To Know? 11
2 Learning Objectives: A Foundation Of Effective Teaching 15
2.0 Introduction 15
2.1 Writing And Using Learning Objectives 17
2.2 Bloom's Taxonomy Of Educational Objectives 27
2.3 Ideas To Take Away 32
2.4 Try This In Your Course 32
Interlude. Good Cop/Bad Cop: Embracing Contraries In Teaching 33
3 Planning Courses 35
3.0 Introduction 35
3.1 Three Steps To Disaster, Or, How Not To Approach Course Preparation 36
3.2 A Rational Approach To Course Preparation And Redesign 37
3.3 Intelligent Use Of Artificial Intelligence 42
3.4 Course Policies And Procedures 44
3.5 Writing A Course Syllabus 51
3.6 The Critical First Week 53
3.7 Ideas To Take Away 64
3.8 Try This In Your Course 65
Interlude. Meet Your Brain 67
4 Planning Instruction 73
4.0 Introduction 73
4.1 Avoid Common Planning Errors 73
4.2 What's In A Class Session Plan? 75
4.3 Promoting Learning 75
4.4 Two Cornerstones Of Effective Class Sessions: Activity And Variety 78
4.5 Plan Good Questions And Activities 79
4.6 Don't Turn Classes Into Slide Shows And Verbal Avalanches 82
4.7 Use Handouts With Gaps 84
4.8 Planning Laboratory Courses 89
4.9 Ideas To Take Away 92
4.10 Try This In Your Course 93
Interlude. How To Write Class Session Plans (Or Anything Else) 95
Part Two Teaching Courses
5 Elements Of Effective Instruction 101
5.0 Introduction 101
5.1 Making Class Sessions Effective 102
5.2 Make Pre-Class Assignments Effective 105
5.3 Don't Be A Slave To Your Session Plans 108
5.4 Keep Improving Your Teaching 109
5.5 Ideas To Take Away 113
5.6 Try This In Your Course 114
Interlude. Meet Your Students: Aisha And Rachel 115
6 Active Learning 119
6.0 Introduction 119
6.1 What Is Active Learning And What Happens When You Do It? 120
6.2 Content And Formats Of Activities 122
6.3 How Well Does Active Learning Work? Why Does It Work? 125
6.4 Active Learning For Problem Solving 128
6.5 Avoiding Common Active Learning Mistakes 131
6.6 Common Active Learning Concerns 134
6.7 Ideas To Take Away 138
6.8 Try This In Your Course 139
7 Teaching Online 141
7.0 Introduction 141
7.1 Modes Of Instruction 142
7.2 Necessary Conditions For Successful Online Instruction: Three Interactions, Two Presences, And A Taxonomy 143
7.3 Planning And Delivering An Effective Online Or Hybrid Course 146
7.4 Features And Comparisons Of The Instructional Modes 156
7.5 Flipped Classrooms 157
7.6 Maximizing Accessibility Of Teaching Materials 159
7.7 A Quick Look Back At The Elephant In The Room (Aka Ai) 161
7.8 Ideas To Take Away 161
7.9 Try This In Your Online Or Hybrid Course 162
Interlude. Meet Your Students: Mingyu, Ryan, And Alex 165
8 Assessing Knowledge, Skills, And Understanding 169
8.0 Introduction 169
8.1 Multiple-Choice And Short-Answer Questions 170
8.2 Assessing And Promoting Conceptual Understanding 174
8.3 Assessing Problem-Solving Skills 178
8.4 Grading Written And Oral Reports 190
8.5 Getting By With A Little Help From Technology 199
8.6 Ideas To Take Away 201
8.7 Try This In Your Course 202
Part Three Facilitating Skill Development Interlude. Meet Your Students: Stan And Nathan 205
9 Developing Problem- Solving Expertise 209
9.0 Introduction 209
9.1 The Long, Steep Path From Novice To Expert 210
9.2 Strategies For Developing Problem-Solving Expertise 213
9.3 Inductive Teaching And Learning 222
9.4 Ideas To Take Away 230
9.5 Try This In Your Course 231
Interlude. Meet Your Students: Dave, Megan, And Roberto 233
10 Professional Skills 237
10.0 Introduction 237
10.1 How Can Professional Skills Be Developed? 238
10.2 Communication Skills 240
10.3 Creative Thinking Skills 242
10.4 Critical Thinking Skills 249
10.5 Self-Directed Learning 253
10.6 Creating A Supportive Environment For Professional Skill Development 256
10.7 Ideas To Take Away 258
10.8 Try This In Your Course 259
Interlude. Sermons For Grumpy Campers 261
11 Teamwork Skills 265
11.0 Introduction 265
11.1 Cooperative Learning 266
11.2 How Should Teams Be Formed? 268
11.3 What Can Teams Be Asked To Do? 272
11.4 Turning Student Groups Into High-Performance Teams 275
11.5 Dealing With Difficulties 283
11.6 Ideas To Take Away 287
11.7 Try This In Your Course 288
12 Learner-Centered Teaching Revisited 289
12.0 A Key To Good Teaching 289
12.1 Diversity, Equity, And Inclusion (Dei) 291
12.2 Overview Of Learner-Centered Teaching 298
12.3 Last Words 300
References 301
Index 329
"Felder and Brent, longtime leaders in STEM education research, fill an important gap by providing both insightful and very practical guidance for the college instructor trying to translate the findings of STEM research into effective classroom practice."
--Carl Wieman, Nobel Laureate in Physics, Department of Physics and Graduate School of Education, Stanford University
"The first edition of Teaching and Learning STEM was an extraordinary gift to teachers of STEM at both the secondary and post-secondary levels. The revised second edition adds a very thoughtful, forward-looking, and essential discussion of uses and misuses of AI in STEM instruction, and pays particular attention to the difference in teaching and learning STEM in high school and at the university level.
--Daniel J. Teague, Instructor of Mathematics, NC School of Science and Mathematics, Former Second Vice-President, Mathematical Association of America and Past-Chair, MAA Special Interest Group on Teaching Advanced High School Mathematics
"Felder and Brent break down the last few decades of advances in STEM education--in-person and online, high school and college--into coherent, useful, and well-organized advice, creating down-to-earth lessons that keep the needs and interests of the STEM educator front and center."
--Brian P. Coppola, Arthur F. Thurnau Professor of Chemistry, Associate Chair for Educational Development & Practice, University of Michigan
"Felder and Brent deliver a fresh edition of one of the best practical guides to teaching in the disciplines of science, technology, engineering and mathematics. From designing a course to teaching students to assessing for learning, busy instructors will find innovative and straightforward strategies for creating a more learner-centered, evidence-based teaching environment."
--Dr. Mary Deane Sorcinelli, Professor Emeritus & Founding Director, Center for Teaching & Learning,
University of Massachusetts Amherst
"This second edition of Teaching and Learning STEM is even better than the first, with more extensive and practical advice on teaching in various modes. The authors have truly created a treasure chest of wisdom and practical strategies for improving learning. It is organized in a way to be accessible to first-time and veteran educators alike, and I have already started applying their ideas in my classroom and my mentoring of new educators!"
--Sheri Sheppard, Ph.D., Fellow of ASME, ASEE, AAAS, Richard W. Weiland Professor in the School of Engineering, Emerita, Department of Mechanical Engineering, Stanford University
"Imagine a book that is like having a welcoming and seasoned faculty colleague just down the hall, ready with engaging stories and sage advice. That is this book."
--Kimberly D. Tanner, Professor, Department of Biology, San Francisco State University
"Teaching and Learning STEM is not just a comprehensive and up-to-date guide to designing and delivering effective teaching, but a bible for all high school STEM educators! This is the one book that you need to keep within easy reach to gain new perspectives, solve tricky teaching problems, and inspire your students to learn. It will prove to be a constant companion for all those invested in improving their teaching."
--Lydia Kavanagh, Deputy Associate Dean Academic, Faculty of Science, and Deputy President, Academic Board, The University of Queensland, Brisbane, Australia
"The first edition of Teaching and Learning STEM contained a wealth of practical course design and lesson planning techniques that were oriented mainly twoard higher education. For meeting the needs of both college and high school STEM teachers, this new edition has it all."
--Dorothy Holley, Ph.D., Science Teacher, West Johnston High School, Benson, NC
--Carl Wieman, Nobel Laureate in Physics, Department of Physics and Graduate School of Education, Stanford University
"The first edition of Teaching and Learning STEM was an extraordinary gift to teachers of STEM at both the secondary and post-secondary levels. The revised second edition adds a very thoughtful, forward-looking, and essential discussion of uses and misuses of AI in STEM instruction, and pays particular attention to the difference in teaching and learning STEM in high school and at the university level.
--Daniel J. Teague, Instructor of Mathematics, NC School of Science and Mathematics, Former Second Vice-President, Mathematical Association of America and Past-Chair, MAA Special Interest Group on Teaching Advanced High School Mathematics
"Felder and Brent break down the last few decades of advances in STEM education--in-person and online, high school and college--into coherent, useful, and well-organized advice, creating down-to-earth lessons that keep the needs and interests of the STEM educator front and center."
--Brian P. Coppola, Arthur F. Thurnau Professor of Chemistry, Associate Chair for Educational Development & Practice, University of Michigan
"Felder and Brent deliver a fresh edition of one of the best practical guides to teaching in the disciplines of science, technology, engineering and mathematics. From designing a course to teaching students to assessing for learning, busy instructors will find innovative and straightforward strategies for creating a more learner-centered, evidence-based teaching environment."
--Dr. Mary Deane Sorcinelli, Professor Emeritus & Founding Director, Center for Teaching & Learning,
University of Massachusetts Amherst
"This second edition of Teaching and Learning STEM is even better than the first, with more extensive and practical advice on teaching in various modes. The authors have truly created a treasure chest of wisdom and practical strategies for improving learning. It is organized in a way to be accessible to first-time and veteran educators alike, and I have already started applying their ideas in my classroom and my mentoring of new educators!"
--Sheri Sheppard, Ph.D., Fellow of ASME, ASEE, AAAS, Richard W. Weiland Professor in the School of Engineering, Emerita, Department of Mechanical Engineering, Stanford University
"Imagine a book that is like having a welcoming and seasoned faculty colleague just down the hall, ready with engaging stories and sage advice. That is this book."
--Kimberly D. Tanner, Professor, Department of Biology, San Francisco State University
"Teaching and Learning STEM is not just a comprehensive and up-to-date guide to designing and delivering effective teaching, but a bible for all high school STEM educators! This is the one book that you need to keep within easy reach to gain new perspectives, solve tricky teaching problems, and inspire your students to learn. It will prove to be a constant companion for all those invested in improving their teaching."
--Lydia Kavanagh, Deputy Associate Dean Academic, Faculty of Science, and Deputy President, Academic Board, The University of Queensland, Brisbane, Australia
"The first edition of Teaching and Learning STEM contained a wealth of practical course design and lesson planning techniques that were oriented mainly twoard higher education. For meeting the needs of both college and high school STEM teachers, this new edition has it all."
--Dorothy Holley, Ph.D., Science Teacher, West Johnston High School, Benson, NC
RICHARD M. FELDER, PH.D., is Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University and co-author of Elementary Principles of Chemical Processes.
REBECCA BRENT, ED.D., is President of Education Designs, an educational consultancy where she specializes in staff development and teacher preparation in engineering and the sciences.
REBECCA BRENT, ED.D., is President of Education Designs, an educational consultancy where she specializes in staff development and teacher preparation in engineering and the sciences.
