Description
Book SynopsisStandard math and science textbooks typically follow a deductive style of content presentation that involves too much lecturing, too much of the teacher’s back at the chalkboard, too little interaction with students, and too little time for all of the students to take adequate notes. By reading and using A Teaching Guide to Revitalizing STEM Education, educators will rediscover how to streamline the subject matter— math, physics, statistics, and organic chemistry—by eliminating unnecessary difficulties and distractions from course textbooks. A useful guide for both high school teachers and postsecondary faculty, this book explains how to organize, arrange, and streamline STEM content so that it is approachable, understandable, and applicable for students. Likewise, this guide discusses important classroom management skills and pedagogical techniques that will help students master these critical subjects. Providing and explaining over a dozen lesson plans, A Teaching Guide to Revitalizing STEM Education will encourage educators to effectively optimize the recent emphases on science, technology, engineering, and math education.
Trade ReviewThis latest book by Khatri and Hughes utilizes their student-friendly inductive pedagogical techniques in its design. Their recent innovation of presenting problems in parallel is revolutionary, in my opinion. In terms of achieving high retention and successes for students in STEM disciplines, this book can change the teaching landscape forever....I highly recommend this book for everyone teaching a STEM discipline at the high school and college levels. The book contains examples of instructional material for a number of STEM disciplines designed in parallel using the inductive and student-friendly pedagogical techniques. Using these approaches, I have been able to complete entire math courses in less than the prescribed time-frames—and still have all my students with me, and succeeding. -- Brenda E. Brown Ed.D, associate professor of mathematics, the University of the District of Columbia
Organic chemistry has always been a bear with students, who drop out and fail at alarming rates. About four years ago, I had a serious discussion with Dr. Khatri, one of the co-authors of this book, about possible reasons for these rates. We have been working on this problem for over three years, and we have actually found a solution to it. After transposing the course, designing it in parallel, and using the student-friendly inductive approach to teaching, we have completely reversed the failing rate of students. We have achieved a retention and success rate of nearly 85% in organic chemistry I. This is a change from a 35-40% retention and success rate over a period of decades. I do highly recommend this book to everyone teaching chemistry in general—and organic chemistry, in particular—to review this book and use the examples provided as a guide to design their own courses. The use of exit questions and priming homework originated through our work in transposing the organic chemistry course. They are very powerful strategies for achieving high student retention and success rates. -- Mehdi H. Hajiyani, associate professor of chemistry, the University of the District of Columbia
I know that I am not the only student who truly appreciated your making the effort over the past several years to re-evaluate and perfect your teaching methods....It is apparent that you have taken the time to learn how to teach. -- Jennifer Tsai, student, The University of the District of Columbia
Table of ContentsAcknowledgments Introduction Revolutionizing Stem Teaching: A Guide to Parallel Course Design and Delivery Chapter 1 Pedagogical Principles and Course Streamlining Chapter 2: Organization, Definitions, and Common Features Chapter 3: First Day of the Class Chapter 4 Arithmetic Operations with Mixed Numerals: Basic Math Chapter 5 Percents: Basic Math Chapter 6 Solving Simultaneous Equations Using the Elimination Method: Determinants and Matrices in Matrix Algebra Chapter 7 Three Coordinate Systems: Calculus and Mathematical Physics Chapter 8 Horizontal and Vertical Linear Motions: College Physics I Chapter 9 An Application of Newton’s Second Law of Motion: College Physics I Chapter 10 Hydrogen Spectral Lines in Visible, Ultraviolet, and Infrared Spectrums: College Physics II Chapter 11 Simple Vector Operations: Physics, Mathematics, and Engineering Chapter 12 Frequencies, Percents, Histograms, and Polygons: Statistics Chapter 13 Mean, Median, and Mode: Measures of Central Tendency in Statistics Chapter 14 Measures of Variability/Dispersion—Calculating the Range and the Standard Deviation: Mathematics and Statistics Chapter 15 The Correlated “t” Test: Statistics Chapter 16 Concepts and Skills Review: Organic Chemistry I Chapter 17 Skills and Concepts for Molecular Geometry: Organic Chemistry I Chapter 18 Molecular Geometry and Electron Domain Geometry: Organic Chemistry I Chapter 19 Nomenclature: The System of Naming Hydrocarbons: Organic Chemistry I Conclusion About the Authors
