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What racial, gender, and sexual orientation bias still exists in physics and what can I do about it?

by Ramón S. Barthelemy
As physicists we often believe that our field is a place where anyone can succeed regardless of race, gender, or sexual orientation. Although overt discrimination has decreased, many kinds of unintentional and intentional bias still run rampant. Fortunately, many of these biases are identifiable and there are actionable steps your department can take to prevent and address…

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equity

How do I help students engage productively in active learning classrooms?

by Stephanie Chasteen, University of Colorado Boulder

Where can I find good activities for small group discussions?

by Sam McKagan, PhysPort director

How can I get students to have productive discussions of clicker questions?

by Jenny Knight and Sarah Wise, University of Colorado - Boulder

Recent

What if I get low student evaluations, or hear complaints about active learning?


by Stephanie Chasteen, University of Colorado Boulder
While active resistance among students is relatively rare, sometimes students do complain about active learning techniques. This ninth chapter of our student engagement series focuses on addressing some common student complaints in active learning classrooms. CHAPTER 9: STUDENT COMPLAINTS

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engagement, complaint, active learning, productive engagement

What can I do if students don’t speak up in discussions with peers, or with the whole class?


by Stephanie Chasteen, University of Colorado Boulder
Many active learning techniques require students to discuss their ideas either in small groups or in a large class discussion, but, as you know, students don't always erupt into productive conversation. This eighth chapter of our student engagement series focuses on helping students engage in class discussions. CHAPTER 8: STUDENT DISCUSSIONS.

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engagement, active learning, discussion, productive engagement

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