TIPS FOR EFFECTIVE TEACHING TIPS FOR EFFECTIVE TEACHING IN STEM HIGHER EDUCATIONIN STEM HIGHER EDUCATION

Benjamin C. Flores, Ph.D.Director, Computing and Electrical and Engineering DivisionMIE Project Director

June 24, 2005

Interaction with StudentsInteraction with Students• Treat everyone with respect• Learn your students’ names• Face students and move around the classroom• Use an e-mail account for the class• Invite students to meet you during office hours• Invite teams to visit your research lab• Take advantage of different leaning styles to motivate students

Shake hands with someone you don’t knowShake hands with someone you don’t know

Ask him/her: What kind of learner are you?Ask him/her: What kind of learner are you?

QuestionsQuestions

• Encourage students to write questions on the board before the start of the period• Ask a question to the entire class every 10-15 minutes• Allow students to discuss answers with a neighbor• Use flash cards for quick feedback• Restate all questions

What is the typical attention span of a What is the typical attention span of a college student?college student?

A) 50 minutesA) 50 minutesB) 20 minutesB) 20 minutesC) 10 minutesC) 10 minutes

Lecture StrategiesLecture Strategies• Share your passion about learning• Project your voice and vary your tone• Divide lecture into 10-15 minute segments• Promote face to face interaction• Integrate hands on activities• Share notes with students• Require 1 minute essays at the end of the period

You are assigned to teach CHEM101. The You are assigned to teach CHEM101. The lecture room holds 144 students. The lecture room holds 144 students. The furniture is bolted to the floor. The furniture is bolted to the floor. The schedule calls for 80 minute sessions. schedule calls for 80 minute sessions. What can you do to promote learning?What can you do to promote learning?

Stop lecturing every 10 minutes or so and Stop lecturing every 10 minutes or so and ask a pertinent question that requires that ask a pertinent question that requires that the students think for a minute and discuss the students think for a minute and discuss it with with a peer for two minutes.it with with a peer for two minutes.

Team Based LearningTeam Based Learning• Form random groups of 4 members early in the semester• Check for gender and diversity balance and reassign teams if necessary• Allow team members to get to know each other• Let them pick a team name• Discuss and promote individual accountability in class• Meet with each team early in the semester to discuss group processing and team skills

P = Promotive interactionP = Promotive interaction- “I learn better when I interact with - “I learn better when I interact with

others”others”I = Individual accountabilityI = Individual accountability

- “I am responsible for my own work”- “I am responsible for my own work”G = Group processingG = Group processing

- “Our team must make time to think - “Our team must make time to think about about how we work together”how we work together”S = Social skillS = Social skill

- “It pays to be polite and reasonable”- “It pays to be polite and reasonable”

PIGS FACE TO FACEPIGS FACE TO FACE

Team Based Learning

SyllabusSyllabus• Post it on the web before the start of the semester• Think of it as a group contract• Set expectations• Discuss the syllabus in class• List critical outcomes• List important dates• Include a statement on academic honesty• Explain how final grade will be determined• Help students take ownership of their grade

Share with us the most unusual information Share with us the most unusual information you have found in a syllabusyou have found in a syllabus

cell phonescell phonesgoing to the restroomgoing to the restroomsleeping in classsleeping in class

HomeworkHomework• Develop a homework

grading policy• Give specific

instructions to your TA on grading procedure

• Assign 1 to 3 problems every class period

• Post solutions on a regular basis

• Return graded homework on a regular basis

• Plan problem solving sessions with TA

On average, how much time does a On average, how much time does a freshman study for every hour of lecture?freshman study for every hour of lecture?

A) 4 hoursA) 4 hoursB) 2 hoursB) 2 hoursC) 1 hour C) 1 hour

You are assigned to teach CS101 You are assigned to teach CS101 Introduction to Programming. Introduction to Programming.

You want to promote team work on HW You want to promote team work on HW assignments but you are concerned that assignments but you are concerned that entire code routines are being shared entire code routines are being shared indiscriminately. indiscriminately.

Develop a policy of what constitutes Develop a policy of what constitutes cheating on HW assignments.cheating on HW assignments.

ExamsExams

• Remind students of exam dates• Verify that test problems correlate with course outcomes• Prepare test solution before giving the exam• Check for length and time• Make special arrangements for students with learning disabilities• Discuss solution in class and post solutions

You are teaching Thermodynamics this You are teaching Thermodynamics this semester. semester.

Unfortunately you’ve been too busy writing Unfortunately you’ve been too busy writing a journal article and have not been able to a journal article and have not been able to prepare an exam for the morning. Luckily prepare an exam for the morning. Luckily you have found an old Thermo book at the you have found an old Thermo book at the library and hastily pick three end-of-library and hastily pick three end-of-chapter problems to make an exam.chapter problems to make an exam.

What could possibly go wrong?What could possibly go wrong?

NSF Curriculum, Course, and Laboratory NSF Curriculum, Course, and Laboratory Improvement ProgramImprovement Program

• Seek external funding (NSF)• Think outside the box• Team up with senior faculty• Do your research• Publish your work – Scholarship of Teaching

Support for the MIE Program isprovided by the National Science Foundation