Justin Shaffer, a teaching professor in chemical and biological engineering at the Colorado School of Mines, shares his innovative approach to course design. He discusses how technology can enhance visibility into student learning and uses interactive techniques to engage students in complex topics. Shaffer emphasizes the importance of structured learning, especially in the wake of the COVID-19 pandemic, and introduces concepts like Retrieval Practice Opportunities. His upcoming book promises to be a valuable resource for STEM educators looking to improve their teaching methods.
High-structure course design enhances student engagement by providing clear expectations and intentional frameworks for diverse learning backgrounds.
Integrating technology, such as interactive tools, fosters real-time participation and critical discussions, improving student understanding in complex topics.
Deep dives
The Significance of High-Structure Course Design
High-structure course design is essential for enhancing student learning and engagement, particularly in STEM fields. This approach involves creating intentional frameworks that support student learning through clearly defined expectations and structured activities. For instance, by incorporating pre-class assignments and assessments, instructors ensure that all students have a baseline understanding before they attend class, which allows for more advanced discussions and applications of knowledge. This method helps level the playing field among students with varied backgrounds, especially crucial in the current educational landscape where learning losses have been reported.
Utilizing Technology to Enhance Learning
Integrating technology effectively in the classroom can significantly improve student engagement and understanding. One method discussed involves the use of interactive tools like iClickers or Google Sheets to facilitate student participation in discussions, allowing for real-time feedback and interaction. For example, creating a coordinate axes activity lets students place concepts based on their understanding of ethics in biological sciences, fostering deeper discussions and critical thinking. Such tools not only make learning more interactive but also help students visualize and engage with complex topics collaboratively.
The Role of Compassionate Teaching
Compassionate teaching involves more than just delivering content; it requires an instructor's genuine care and investment in student success. This can manifest through simple actions like learning students' names, providing mid-course feedback opportunities, and showing flexibility in assignments to accommodate diverse learning needs. Creating a supportive learning environment can enhance students' motivation and willingness to engage fully in learning activities. Acknowledging the emotional aspects of teaching and maintaining an approachable demeanor can significantly impact student performance and persistence.
The Importance of Retrieval Practice Opportunities
Retrieval practice opportunities (RPOs) are crucial for fostering self-regulated learning and enhancing retention of material. By incorporating frequent assessments throughout the course, students can consistently evaluate their understanding and identify areas for improvement. This practice helps prepare students for larger evaluations, ensuring they are more adept at recalling information when needed. Additionally, leveraging RPOs within both in-person and online instructional contexts allows for a structured approach that accommodates various learning modalities, reinforcing crucial knowledge over time.
During these late summer episodes of the podcast, I’m sharing some interviews I conducted in much cooler times. Back in February as part of a slow read of my book Intentional Tech, I talked with Justin Shaffer, teaching professor in chemical and biological engineering at the Colorado School of Mines. Chapter three of the book deals with using technology to make visible “thin slices” of student learning. I reached out to Justin, who is also associate dean of undergraduate studies at Mines, to learn about some of the ways he uses technology both in and out of the classroom to learn more about his students’ learning.
That topic quite naturally led to discussions of Justin’s high-structure approach to course design. Justin has a book coming later this year (or maybe early 2025) from Macmillan Learning “High Structure Course Design for STEM” that will incredibly useful to STEM instructors of all experience levels. Justin is now officially the first repeat guest on Intentional Teaching. He was part of a panel way back in episode 9 on studio-style biology courses!