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Session C7

7th Annual CNM Conference on Teaching and Learning

The STEM Teaching Climate:  What Does the State-Of-The-Art Pedagogical Landscape Look Like?

Melanie Will-Cole, ScD (MSE, CNM)

Sierra III, 2:00-3:15

Consensus has formed that traditional teaching of STEM courses does not result in the desired student- learning outcomes. Specifically, students complete STEM courses with a shallow understanding of basic concepts, poor problem-solving abilities, nominal understanding of scientific processes and a negative approach to learning science. Evidence-based-research has shown that student learning in STEM disciplines can be substantially improved when instructors move from traditional, transmission-style-instruction to more student-centered/interactive instruction. In spite of the evidence that these methods are successful, many STEM faculty, at both teaching and R-1 academic institutions, still employ traditional-teaching methods. This session provides highlights and overviews of the most important perspectives on change in STEM teaching to enhance student learning culminated from the “Evidence-based-Innovative-Archetypes in STEM Teaching” symposium at the 2018-International Materials Research Congress.

The session bodes an interactive-format integrating audience engaged presentation-demos, collaborative problem-solving/case-study analysis, and informal discussions. The intended outcome is to raise awareness of these new evidence-based STEM research variants and instructional strategies. STEM educators would benefit from this session.

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