Teaching Undergraduate Science

Linda Hodges makes buzz words and new approaches to teaching understandable. Terms like Imposter Phenomenon, Growth Mindset, and Backward Design are clearly explained. This is a thoroughly researched and data-supported discussion of what is known about learning and how to implement new approaches. This book is a must read for all teachers! Diane M. Bunce, Professor Emerita, Chemistry, The Catholic University of America, USA One of the most beautiful things about teaching is the opportunity to be a steward in the comprehensive development of students as whole people. Dr. Hodges brilliantly details ways to do this in the science classroom that both reflects what the research has helped us understand and provides a path for continuous professional improvement. Bryan Dewsbury, Associate Professor of Biology, Florida International University, USA Dr. Hodges expertly translates science education research into practical guidance for college instructors. This updated edition highlights the critical role of student belonging in learning, offering evidence-based strategies to foster inclusive classrooms. A must-read for educators seeking to create more supportive and effective science learning environments. Charles Henderson, Distinguished Professor of Physics and Science Education, Western Michigan University, USA This book is easy-to-read and full of excellent, well-researched and documented advice for teaching science to undergraduates. Novices and experts alike will learn new strategies to engage their students meaningfully and feel prepared to guide students through the challenges of authentically learning science. Jennifer Knight, Professor, Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, USA This comprehensive guide addresses the unique demands and dilemmas facing instructors in STEM disciplines, grounded in the latest learning sciences research. Readers will come away with ideas they can use to engage students in even the most challenging course concepts. Michelle Miller, Professor, Psychological Sciences, Northern Arizona University, USA