For those teaching STEM subjects, a passion for the field is often evident. Educators aim to share the excitement of understanding the world through their discipline. However, this enthusiasm doesn’t always reach students. A common issue is seeing disengaged students despite the instructor’s efforts. Motivation is crucial for students to meet learning objectives (Taurina, 2015). A key challenge is that STEM educators frequently neglect to place their classes within the broader scientific narratives, leaving students unclear on the relevance of the material.
To address this, students need to see how their coursework fits into the larger picture of their field of study. This understanding can enhance motivation and help them apply specific knowledge beyond college. One approach is to clarify the significance of the course. Educators should consider what drives their students, whether it’s career ambitions or academic goals (Gauthier, 2013). It’s important to demonstrate how the course content aligns with the skills sought by employers.
By identifying common student motivations and explaining the course’s value in the degree context, instructors can help students see the importance of learning objectives. Starting the first class with a clear vision of the course story can motivate students. When students understand how the course schedule, assignments, and policies are designed to meet learning objectives, they are more likely to engage.
Each lecture should be a standalone story. It’s easy for students to lose track of the material as the semester progresses. To keep students on track, begin and end each class with an introduction and conclusion. This method helps students see the day’s big picture and draw connections between topics. Incorporating active learning elements enhances retention (Karpicke et al, 2007).
STEM subjects have complex histories, and it’s common for textbooks to present theories that were once debated. These complexities are often not discussed with students. Educators should introduce these intricate histories to prepare students for future challenges in their fields. Good teaching involves sharing the discipline’s history (Bain, 2004).
Connecting class content to real-world stories from research and industry can help students see the practical applications of their learning. As students build their skills, they accumulate tools for their professional toolbox. The goal is for students to leave the classroom ready to apply their knowledge in real-world situations. Dr. Robert Marks likens an engineer’s skills to a set of tools, emphasizing the importance of knowing when to use them.
Original Source: facultyfocus.com
