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Edward J. Mastascusa taught electrical engineering at Bucknell University in Lewisburg, Pennsylvania. He was recognized by the American Society for Engineering Education for excellence in teaching.

Edward J. William J. Snyder is a professor of chemical engineering at Bucknell University, where he was recognized for distinguished teaching. Brian S. Hoyt is an independent consultant focusing on using information technology to enhance teaching, learning, and business processes in higher education. Mastascusa, William J. Snyder. Every STEM faculty member should have this book. Maryellen Weimer (Foreword). It provides a handy introduction to the 'why and how' of engaging students in the learning process. -David Voltmer, professor emeritus, Rose-Hulman Institute of Technology, and American Society for Engineering Education Fellow. The poor quality of math and science education and the shortage of well-qualified graduates are acknowledged almost daily in the .

Mastascusa, Edward . Snyder, William . Hoyt, Brian S. Jossey-Bass, An Imprint of Wiley. This groundbreaking book offers information on the most effective ways that students process material, store it in their long-term memories, and how that effects learning for long-term retention. It reveals how achieving different levels is important for "transfer" which refers to the learner's ability to use what is learned in different situations and to problems that might not be directly related to the problems used to help the student learn

Filled with proven tools, techniques, and approaches, this book explores how to apply these approaches to improve teaching" Provided by publisher. Personal Name: Snyder, William . 1941-.

Filled with proven tools, techniques, and approaches, this book explores how to apply these approaches to improve teaching" Provided by publisher. Personal Name: Hoyt, Brian . 1963-.

College faculty do not consistently employ teaching methods that are based on. .

Many professors use the transmission model of teaching; students’ minds are empty vessels which need to be filled with information supplied by the professor. As I learned more about learning theory did my beliefs change my practice? Or did my change. Journal of the Scholarship of Teaching and Learning, Vol. 12, No. 1, February 2012. Based on reading Effective Instruction for STEM Disciplines: From Learning Theory to College Teaching, I now ponder: What will change first for STEM professors who read this book?

By: Edward J. Snyder, Brian S. Hoyt, Maryellen Weimer. More than 15 million users have used our Bookshelf platform over the past year to improve their learning experience and outcomes.

By: Edward J. Publisher: Jossey-Bass. Print ISBN: 9780470474457, 0470474459.

This groundbreaking book offers information on the most effective ways that students process material, store it in their long-term memories, and how that effects learning for long-term retention. It reveals how achieving different levels is important for "transfer" which refers to the learner's ability to use what is learned in different situations and to problems that might not be directly related to the problems used to help the student learn.

The book challenges our traditional assumptions and informs the science, technology, engineering, and mathematics (STEM) . Here the authors provide much-needed insights for educators seeking to improve the quality of STEM education as well as to better prepare students to solve the problems they will confront in our increasingly technology-driven world. Keith Buffinton, interim dean of engineering, Bucknell University.

Other Authors: Snyder, William . Hoyt, Brian . Weimer, Maryellen. Teaching at College and University : Effective Strategies and Key Principles.

Effective Instruction for STEM Disciplines. From Learning Theory to College Teaching. Helping Students Learn in a Learner-Centered Environment. A Guide to Facilitating Learning in Higher Education. Active learning is a teaching/learning method that is more student-centered than traditional teaching methods. During active learning, students participate in activities that are designed not only to help them engage in a topic or issue, but also to reflect on their own learning.