Reviews
This clearly written, timely book provides STEM instructors with a treasure trove of practical teaching advice and the educational research behind it. Hodges writes with sympathy for both students trying to learn and instructors trying to help them, while gently but persistently pushing adoption of evidence-based teaching approaches. Especially welcome is her emphasis on deliberate practice, backward design, and adaptation for the classroom of the highly effective apprenticeship model of teaching in a research lab., "Very important handbook: I highly recommend it for all STEM faculty. I found the entire book engrossing and very easy to read. I easily saw exciting and new ways to apply it. The chapters combine great summaries of fundamental literature on learning and teaching ("why do it") with great ideas on how to do it including key examples from the literature. Powerfully and uniquely focused on the key problems faculty perceive in their classes.", The author offers a unique perspective on problems that occur in teaching. She provides explanations and different courses of action that are targeted to specific problems. As a result, the reader has a better understanding of why the problem exists, what research has to say about the problem, and suggestions on how to address it. The writing style is that of one colleague mentoring another. This is a great resource for both the novice and experienced teacher., Hodges makes a strong case for approaching issues in the science classroom the same way a scientist conducts research: by understanding the issue, identifying how others have addressed similar situations, becoming familiar with literature in the field, and by practicing and applying the available theories and tools. To this end, the book's 'charts' provide useful prompts for personal reflections and communal conversations about integrating new strategies into one's teaching repertoire. Teaching Undergraduate Science is a valuable reminder of where we are now in understanding how learning happens and how particular learning strategies work to overcome obstacles in the classroom., As the sciences become increasingly important to both our economy and our lives, educators are seeking to improve teaching and learning in these fields. In Teaching Undergraduate Science , Linda Hodges synthesizes those evidence-based strategies that will help faculty to be intentional in re-designing their courses to facilitate deeper learning. Readers will gain useful insights about ways of engaging students in class and as they conduct research or solve problems on their own., Linda C. Hodges (Director of the Faculty Development Center, University of Maryland, Baltimore County) presents Teaching Undergraduate Science: A Guide to Overcoming Obstacles to Student Learning , a straightforward resource created especially for science and engineering faculty stymied by disengaged and dispirited undergraduate students.Hodges offers new methods to better understand the daily struggles that students undergo, and evidence-based teaching strategies. Chapters discuss ways to motivate and help students learn on their own, as well as learn from problem solving, laboratory work, and research; teaching students to write like professional scientists; making choices in what to teach and how to teach it; and much more.For example, a common roadblock for teachers who assign science problems in homework or testing is that their students will 'plug and chug', plugging in the first equation that seems appropriate, without thinking about or learning from the problem. 'Problem solving does not automatically help students learn content... Teaching problem solving as a process through a combination of modeling behavior, homework strategies, and class activities can indeed deepen students' conceptual understanding and promote their critical thinking abilities.' Highly recommended., This book is a must read for any college science instructor. Hodges summarizes key ideas from a wide variety of educational research to highlight the most important barriers to student learning in college science courses. She then connects these ideas to a range of actionable instructional techniques. Each instructional technique is rated in terms of time and effort required to implement. This is an impressive synthesis of practical ideas written with minimal jargon., In recent years, cognitive scientists and educational researchers have teamed to shed light on the process of learning. Linda Hodges has distilled their findings into a concise and well-written guidebook for STEM instructors. Teaching Undergraduate Science offers them a wealth of practical strategies for motivating students, improving their problem-solving, self-directed learning, and communication skills, and assessing their learning. Experienced and new teachers alike can open the book to any randomly chosen page, and they will not fail to find useful and easily applied tips., Linda C. Hodges (Director of the Faculty Development Center, University of Maryland, Baltimore County) presents Teaching Undergraduate Science: A Guide to Overcoming Obstacles to Student Learning , a straightforward resource created especially for science and engineering faculty stymied by disengaged and dispirited undergraduate students. Hodges offers new methods to better understand the daily struggles that students undergo, and evidence-based teaching strategies. Chapters discuss ways to motivate and help students learn on their own, as well as learn from problem solving, laboratory work, and research; teaching students to write like professional scientists; making choices in what to teach and how to teach it; and much more. For example, a common roadblock for teachers who assign science problems in homework or testing is that their students will 'plug and chug', plugging in the first equation that seems appropriate, without thinking about or learning from the problem. 'Problem solving does not automatically help students learn content... Teaching problem solving as a process through a combination of modeling behavior, homework strategies, and class activities can indeed deepen students' conceptual understanding and promote their critical thinking abilities.' Highly recommended.
