Justin Shaffer, Associate Dean and Teaching Professor at the Colorado School of Mines, discusses transformative educational strategies. He explores the challenges students face in gateway courses and shares a structural framework for enhancing engagement and retention. Shaffer emphasizes how high structure course design fosters learning across disciplines without sacrificing rigor, addressing the long-term impacts of COVID on student readiness. His insights aim to bridge equity gaps and improve overall academic outcomes in higher education.
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question_answer ANECDOTE
Career Shift to STEM Education
Justin transitioned from a bench scientist to passionate STEM educator and course designer.
Training and love for teaching evolved during graduate education and postdoc work.
insights INSIGHT
Modern Students' Attention Challenges
Modern students struggle with attention due to instant gratification culture.
High structure course design helps combat distraction by scaffolding and engaging learning.
insights INSIGHT
COVID Impact on Student Readiness
COVID disrupted students' math readiness and teamwork skills.
In-person team experiences are crucial and lost during remote learning.
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Higher education leaders are searching for better ways to engage students, improve retention, and close equity gaps—especially in the wake of COVID-related learning disruptions. In this episode of the Changing Higher Ed® podcast, Dr. Drumm McNaughton speaks with Dr. Justin Shaffer, Associate Dean for Undergraduate Studies and Teaching Professor in Chemical and Biological Engineering at the Colorado School of Mines. They discuss Dr. Shaffer’s book, High Structure Course Design, which offers a proven framework for transforming student outcomes.
High structure course design—built on clarity, repetition, feedback, and engagement—originated in STEM education but is now widely recognized as effective across disciplines. This approach doesn't water down rigor; it scaffolds the learning process so students at all levels can succeed. The result: better retention, higher achievement, and greater equity in academic outcomes.
Why many students struggle in gateway courses and what faculty can do differently
The long-term effects of post-COVID learning disruptions on student readiness
Three structural layers that drive student engagement and retention
Four foundational principles that support learning across all disciplines
How high structure pedagogy closes equity gaps without lowering standards
The undervalued impact of teaching-focused faculty on student success
Infrastructure and leadership decisions that enable faculty innovation
How structured courses also improve career readiness and workforce outcomes
Real-World Examples:
40–60% failure rates improved through course redesign
A biology field course that teaches both science and professional skills
Centers for teaching and learning that support faculty-wide improvements
Three Takeaways for Leadership:
Course design is one of the most powerful and underused levers for retention and equity.
Teaching-focused faculty are essential institutional assets and must be supported.
Scalable infrastructure for instructional quality is not optional—it’s a strategic necessity.
Recommended For: Presidents, provosts, academic leaders, board members, and faculty development directors who want scalable ways to boost student success and institutional outcomes.
Changing Higher Ed 