Using Pedagogy and Learning Theories to Assist in Retention of the Under-Prepared Student in Gateway STEM Courses
Session Format
Presentation Session (45 minutes)
Location
Room 2904
Abstract for the conference program
A common faculty complaint is that students are not prepared for the level of content and study required by college courses. This contributes to the high failure rate in STEM Gateway courses. While faculty cannot control the student population, faculty can control their instructional strategies and course design. This crash course in teaching in higher education will challenge faculty to move from “giving” knowledge to students to designing a learning experience. The premise of the presentation is that the under-prepared student can learn, it may just mean that the instructor must adjust how the course is designed and presented. This presentation will address several aspects of education pedagogy and how students learn including Bloom’s Taxonomy, Course Alignment, Active Learning, and forms of Assessment (formative and summative). With teaching designed for learning, the under-prepared student can develop into a lifelong learner and find success in the STEM classroom.
Proposal Track
Non-research Project
Start Date
3-4-2016 9:30 AM
End Date
3-4-2016 10:15 AM
Recommended Citation
Walker, Deborah and Kowalik, Ania, "Using Pedagogy and Learning Theories to Assist in Retention of the Under-Prepared Student in Gateway STEM Courses" (2016). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 53.
https://digitalcommons.georgiasouthern.edu/stem/2016/2016/53
Using Pedagogy and Learning Theories to Assist in Retention of the Under-Prepared Student in Gateway STEM Courses
Room 2904
A common faculty complaint is that students are not prepared for the level of content and study required by college courses. This contributes to the high failure rate in STEM Gateway courses. While faculty cannot control the student population, faculty can control their instructional strategies and course design. This crash course in teaching in higher education will challenge faculty to move from “giving” knowledge to students to designing a learning experience. The premise of the presentation is that the under-prepared student can learn, it may just mean that the instructor must adjust how the course is designed and presented. This presentation will address several aspects of education pedagogy and how students learn including Bloom’s Taxonomy, Course Alignment, Active Learning, and forms of Assessment (formative and summative). With teaching designed for learning, the under-prepared student can develop into a lifelong learner and find success in the STEM classroom.
