Science, Technology, Engineering, and Mathematics
A variety of journals publish articles that span across undergraduate STEM education disciplines, and are thus broad in scope. More specialized journals can be found within each discipline’s resource.
Discipline-specific education research continues to be published to inform teaching and learning efforts in biology education. Biology instructors can find teaching materials that emphasize active learning, research on how people learn, course-based undergraduate research experiences (CURES), and inclusivity efforts in biology classrooms.
Computer science instructors can find a variety of resources and information for exploring pedagogical issues and teaching innovations in CS, specifically diversity, class climate, introductory class strategies, and active learning approaches like flipping the classroom, group discussions, and experiential service learning.
Like other STEM disciplines, chemistry education increasingly focuses on teaching the way that its discipline thinks. Instructors can find discipline-specific research on teaching chemistry, which continues in its discovery of the methods that are most effective for student learning. Particular foci include active learning and techniques such as Process Oriented Guided Inquiry Learning (POGIL).
Instructors of engineering have published articles on pedagogical strategies that support engineering design processes such as active learning and problem- and case-based learning. Other topics include flipped classrooms, inductive teaching, and student populations in the engineering major.
Similar to other STEM fields, geology education considers ways to incorporate active student engagement in courses at the undergraduate level. Instructors also increasingly emphasize retaining students in the geosciences, as well as integrating field experiences within curricula.
Given the variability in student math preparation and ability upon entering into college, the field of mathematics education has endeavored to make math more accessible to students. Efforts to enhance student learning focus on alternative teaching approaches, including active learning, flipped classrooms, and problem-solving more complex problems in class.
Statistics journals for pedagogy have recently published on active learning strategies like Just-in-Time Teaching and flipping the classroom. Instructors also increasingly emphasize building students’ conceptual understanding of statistics, and several statistics organizations provide resources and support for these and related strategies.