Compelled by research providing evidence that active engagement and collaboration improve student learning, many University of Arizona faculty members are redesigning their courses to move away from traditional lectures and […]
To help biologists learn more about education research, the journal Life Sciences Education is offering annotated articles that comment on study design, interpretation, and presentation.
Teaching Physics with Love – To be successful, faculty members must go beyond teaching the material, writes Matthew J. Wright. We must care deeply about students and show it. I […]
While decades of research on college teaching has investigated several forms of classroom practices, much of this research approaches teaching as falling into mutually exclusive paradigms (e.g., active learning vs. […]
Ten years ago two Colorado chemistry teachers unleashed a brash concept on a K-12 landscape where few questioned the age-old formula of lecture, homework, assess, repeat. It was the early […]
Emory’s chemistry department is on its way to a new curriculum. Previously, students took two semesters of general chemistry and two semesters of organic chemistry as the basis for their […]
According to a recent study of students who actively participate in dance curricula while pursing STEM degrees, pairing a Think+Do model in STEM with a Performance+Presentation in the arts bolstered students’ problem-solving […]
When instructors consider the diversity of learners when designing courses, all students benefit. [READ MORE]
The Association of American Universities (AAU) released a five-year status report highlighting institutional progress in improving the quality of undergraduate science, technology, engineering, and mathematics (STEM) teaching and learning resulting […]
