Context-Specific Teaching Strategies

In this CRLT Occasional Paper, we describe specific classroom strategies and teaching behaviors that have been demonstrated to improve the success of a diverse body of students in STEM (science, technology, engineering, and mathematics) courses. We also provide practical advice to individual faculty members who are seeking to implement these teaching strategies. Extensive research on why students leave STEM fields suggests that individual faculty can play a key role in supporting and retaining a diverse student body in STEM. Although underrepresented groups may have the most to gain, retention-conscious teaching practices are likely to have a positive impact on the persistence of all students in STEM.

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A number of faculty members at the University of Michigan (U-M) are capturing lectures and creating podcasts and screencasts to provide supplementary learning material, to free up class time for active learning experiences, or to make learning material accessible to the general public. This paper reviews research on the use and impact of lecture capture technology, discusses challenges and implications of using this technology in classrooms, and provides guidance for using this tool to enhance teaching and student learning.

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