Teaching in STEM fields

Undergraduate STEM education research has grown significantly through the emphasis of using active learning inside the classroom, creating inclusive learning environments, and promoting student retention and increasing graduation rates in the STEM disciplines. The following bibliography focuses on the recent frameworks for STEM education reforms, evidence-based instructional practices that enhance student learning and leverage student diversity inside and outside the classroom. The first section includes more general resources on STEM education changes frameworks and the second section includes evidence-based teaching practices in various STEM disciplines. 

• Duderstadt, J. J. (2008). Engineering for a changing world: A roadmap to the future of engineering practice, research, and education. Millennium Project, University of Michigan.
• Fairweather, J. (2008). Linking evidence and promising practices in science, technology, engineering, and mathematics (STEM) undergraduate education. Board of Science Education, National Research Council, The National Academies, Washington, DC.
• Felder, R. M., & Brent, R. (2016). Teaching and Learning STEM: A Practical Guide. John Wiley & Sons.
• Felder, R. M., Woods, D. R., Stice, J. E., & Rugarcia, A. (2000). The future of engineering education II. Teaching methods that work. Chemical Engineering Education, 34(1), 26-39.
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
• Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
• Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., ... & Wood, W. B. (2004). Scientific teaching. Science, 304(5670), 521-522.
• Henderson, C., Beach, A., & Finkelstein, N. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of research in science teaching, 48(8), 952-984.
• Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.
• Shulman, L. (2005, February). The signature pedagogies of the professions of law, medicine, engineering, and the clergy: Potential lessons for the education of teachers. InTalk Delivered at the Math Science Partnerships (MSP) Workshop:“Teacher Education for Effective Teaching and Learning” Hosted by the National Research Council’s Center for Education February(pp. 6-8).
• Singer, S. R., Nielsen, N. R., & Schweingruber, H. A. (Eds.). (2012).Discipline-based education research: Understanding and improving learning in undergraduate science and engineering. National Academies Press.
• Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom‐based practices. Journal of engineering education, 94(1), 87-101.

Science

• Brownell, S. E., Kloser, M. J., Fukami, T., & Shavelson, R. (2012). Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences. Journal of College Science Teaching, 41(4), 36-45.
• Cooper, M. M., Underwood, S. M., Hilley, C. Z., & Klymkowsky, M. W. (2012). Development and assessment of a molecular structure and properties learning progression. Journal of Chemical Education, 89(11), 1351-1357.
• Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.
• Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics-Physics Education Research, 10(2), 020119.
• Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma‐Nelson, P., & White, H. B. (2008). Pedagogies of engagement in science. Biochemistry and molecular biology education, 36(4), 262-273.
• Freeman, S., O'Connor, E., Parks, J. W., Cunningham, M., Hurley, D., Haak, D., ... & Wenderoth, M. P. (2007). Prescribed active learning increases performance in introductory biology. CBE-Life Sciences Education, 6(2), 132-139.
• Gavrin, A., Watt, J. X., Marrs, K., & Blake Jr, R. E. (2004). Just-in-time teaching (JITT): Using the web to enhance classroom learning. Computers in education journal, 14(2), 51-60.
• Lorenzo, M., Crouch, C. H., & Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics, 74(2), 118-122.
• Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE-Life Sciences Education, 12(3), 322-331.
• Wilson, S. B., & Varma-Nelson, P. (2016). Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty. Journal of Chemical Education.

Engineering and Technology

• Felder, R. M., Brent, R., & Prince, M. J. (2011). Engineering instructional development: Programs, best practices, and recommendations. Journal of Engineering Education, 100(1), 89.
• Felder, R. M., & Brent, R. (2003). Learning by doing. Chemical engineering education, 37(4), 282-309.
• Felder, R. M., Woods, D. R., Stice, J. E., & Rugarcia, A. (2000). The future of engineering education II. Teaching methods that work. Chemical Engineering Education, 34(1), 26-39.
• Mohan, A., Merle, D., Jackson, C., Lannin, J., & Nair, S. S. (2010). Professional skills in the engineering curriculum. IEEE Transactions on Education, 53(4), 562-571.
• Moreno, R., Reisslein, M., & Ozogul, G. (2009). Optimizing Worked‐Example Instruction in Electrical Engineering: The Role of Fading and Feedback during Problem‐Solving Practice. Journal of Engineering Education, 98(1), 83-92.
• Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1), 4.
• Yadav, A., Subedi, D., Lundeberg, M. A., & Bunting, C. F. (2011). Problem-based learning: Influence on students' learning in an electrical engineering course. Journal of Engineering Education, 100(2), 253.

Mathematics

• Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers & Education, 57(3), 1907-1918.
• Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324.
• Schoenfeld, A. H. (2014).Mathematical problem solving. Elsevier. Or Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. The Mathematics Enthusiast, 10(1/2), 9
• Silver, E. A. (Ed.). (2013).A Retrospective Account of the Past 25 Years of Research on Teaching Mathematical Problem-Solving in Teaching and learning mathematical problem solving: Multiple research perspectives. Routledge.
• Treisman, U. (1992). Studying students studying calculus: A look at the lives of minority mathematics students in college. The College Mathematics Journal, 23(5), 362-372.