Bill Goffe teaches economics at Penn State where he is both a consumer and a producer of evidence-based teaching. He is also an Associate Editor at the Journal of Economic Education. In this episode we talk about how to get the most out of the research-based teaching literature, how to use evidence to persuade your colleagues to change how they teach, and how to get started doing your own teaching-related research.
0:00 ⏯ Intro
0:40 ⏯ Bill’s path towards scientific teaching: Carl Wieman, working memory.
- (Wiemann, 2007) “Why Not Try a Scientific Approach to Science Education?”
8:02 ⏯ Are we just asking them to memorize random information? They may be used to that kind of “pedagogy.” Employers want creativity and the ability to solve new problems.
12:08 ⏯ Bill keeps up with the literature–even outside his discipline. But does it carry over?
21:18 ⏯ Teaching like a scientist or economicst–vs. teaching like a scholar.
23:48 ⏯ Common objections to changing your teaching–and constructive responses. “That’s a lot of work.”
26:50 ⏯ Cupcakes and smiling. Being liked and organized. “How can the students learn by talking to each other?”
32:40 ⏯ “The research isn’t relevant to me.” And: “The way I teach works fine for my classes.”
- “Active learning increases student performance in science, engineering, and mathematics” (Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, Wenderoth 2014)
36:05 ⏯ Organizing a course around questions. A nickel cup of coffee and Henry Ford’s minimum wage. Rapid feedback.
40:08 ⏯ Engaging students with clicker questions. Looking at student eval comments. Making students partners.
41:36 ⏯ Sharing what you learn about teaching through informal channels. Towards better teaching conversations.
45:45 ⏯ Something that did not go so well in the classroom. When good clicker questions go bad.
48:03 ⏯ Thanks and sign-off.