Justin Shaffer discusses increasing course structure in STEM classes, highlighting benefits for all students. Topics include scaffolding student learning, authentic assessments, active learning strategies, co-requisites in STEM majors, metacognitive skills, group quizzes, and student-led teaching in STEM education.
Increasing course structure reduces equity gaps and benefits all students.
Authentic assessments like NSF proposals enhance student skill development.
Adoption of evidence-based teaching leads to improved student outcomes and inclusivity.
Deep dives
Implementing High-Structure Course Design in STEM Classes
High-structure course design involves scaffolding student learning before, during, and after class to promote active learning. Pre-class activities include content acquisition and formative assessments, while in-class activities focus on engaging students with active learning strategies that build upon pre-class work. After class, students practice skills in new contexts and undergo frequent assessments, including authentic assessments like research proposals.
Benefits of Authentic Assessments in STEM Classes
Implementing authentic assessments, such as writing National Science Foundation proposals in biomedical engineering classes, enhances student learning and skill development. Students engage in real-world tasks that require technical and persuasive writing skills, providing practical experience. Peer review processes and mock panel discussions simulate professional settings, helping students develop essential skills for future academic or career pursuits.
Motivation for High-Structure Course Design
The adoption of high-structure course design stemmed from evidence-based practices and research in teaching effectiveness. Educators like Justin Schaefer have been inspired by the data showing improved student outcomes and reduced achievement gaps through structured teaching methods. Embracing evidence-based approaches offers a more engaging and effective way to teach, benefiting all students and promoting inclusive learning environments.
Importance of Peer Observation and Collaborative Teaching Strategies
Peer observation and collaborative teaching strategies enhance professional development and knowledge sharing among faculty members. Observing master teachers across disciplines provides valuable insights and best practices that can be adapted to improve teaching effectiveness. Encouraging inter-departmental observations and sharing teaching methodologies fosters a culture of continuous improvement and innovation in higher education.
Two-Stage Collaborative Exams and Group Quizzes
Two-stage collaborative exams or group quizzes involve individual assessment followed by group problem-solving activities. Students engage in collaborative learning experiences that facilitate knowledge sharing and critical thinking skills. Group quizzes not only enhance student performance but also foster positive attitudes towards learning and promote a sense of community in the classroom.
Multiple studies have found that increasing course structure reduces equity gaps and provides benefits to all students. In this episode, Justin Shaffer joins us to discuss several ways to increase structure in STEM classes.
Justin is the Associate Dean for Undergraduate Studies and a Teaching Professor in Chemical and Biological Engineering and in Quantitative Biosciences and Engineering at the Colorado School of Mines. He has taught a variety of both small and large STEM classes in multiple modalities using evidence-based approaches and has won multiple teaching awards as a result of this work. Justin is also an active researcher with 16 peer-reviewed publications and serves as the editor for four STEM education journals. He is the author of a forthcoming book on high-structure course design coming in late 2024 or early 2025 from Macmillan.
