This book, written by a scientist with experience of teaching
undergraduates, is addressed to science and engineering faculty who
feel frustrated about getting their students to engage and learn
and who are looking for new ways to make their time in the
classroom both more productive and enjoyable. Linda Hodges reviews
the various learning problems endemic to teaching science, explains
why they are so common and persistent, and presents a digest of key
ideas and strategies to address them, based on the research she has
undertaken into the literature on the cognitive sciences and
education, first as a teacher and subsequently as the director of
faculty development programs. Recognizing that faculty have
different views about teaching, different comfort levels with
alternative teaching approaches, and are often pressed for time,
Linda Hodges takes these constraints into account by first offering
a framework for thinking purposefully about course design and
teaching choices, and then providing a range of strategies to
address very specific teaching barriers - whether it be students'
motivation, engagement in class, their reading comprehension,
laboratory, research or writing skills. Except for the first and
last chapters, the other chapters in this book stand on their own
(i.e., can be read in any order) and address a specific challenge
students have in learning and doing science. Each chapter
summarizes the research explaining why students struggle and
concludes by offering several teaching options categorized by how
easy or difficult they are to implement. Some, for example, can
work in a large lecture class without a great expenditure of time;
others may require more preparation and adopting a more adventurous
approach to teaching. Each strategy is accompanied by a table
categorizing its likely impact, how much time it will take in class
or out, and how difficult it will be to implement. As a quote
attributed to former aerospace engineer turned teacher, Ryan
Fuller, says, "Teaching isn't rocket science; it's harder." Linda
Hodges' message is that with intentional thought and a bit of
effort we can succeed in helping many more students gain exciting
new skills and abilities, whether they are potential scientists or
physicians or entrepreneurs. Her book serves as a mini compendium
of current research as well as a protocol manual: a readily
accessible guide to the current research, the best practices known
to date, and a framework for thinking about teaching.
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