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Rules of engagement: Transforming the teaching of college-level science

college students in class

Students in Farahad Dastoor's introductory biology course discuss clicker questions. Dastoor uses clicker questions to make his class more interactive.

Credit: Amanda Clark, BioMediaLab University of Maine


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Michelle Smith talking with people in a lecture hall

Michelle Smith gives a talk at the University of Adelaide, Australia, about the benefits of interactive teaching to student learning, and the data collected from STEM classroom observations at the University of Maine. Smith's talks involve asking the audience to vote on clicker questions and discuss findings with their colleagues.

Credit: Robert Williams Photography


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professor teaching into biology course with students listening

Farahad Dastoor has transformed his introductory biology course at the University of Maine from a lecture-based course to one that is highly interactive. Here he is posing a general discussion question to the class.

Credit: Amanda Clark, BioMediaLab University of Maine


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students in intro bio class

A student in Farahad Dastoor's introductory biology course votes her answer to a clicker question.

Credit: Amanda Clark, BioMediaLab University of Maine


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Michelle Smith leading a discussion

Michelle Smith leads a campus-wide faculty professional development session on encouraging peer discussion in the classroom. At the University of Maine the focus of these professional development sessions is based on data collected from classroom observations. To date, over 60 courses from 13 different STEM departments have been observed.

Credit: Amanda Clark, BioMediaLab University of Maine


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