SAGE Musings: Shifting from Deficit Thinking to Asset Thinking part of SAGE 2YC:SAGE Musings
Students arrive on our campuses and in our classrooms from a rich array of backgrounds, with an almost unimaginable diversity of prior experiences. This includes a wide range of what we think of as academic ...

SAGE Musings: Teaching Students Metacognitive Strategies part of SAGE 2YC:SAGE Musings
Over the past week, I've been reviewing the sets of pages written by each of the Change Agent teams, and I've been struck by just how many of you say that teaching your students about metacognition and ...

SAGE Musings: Moving Toward a Student-Centered Classroom part of SAGE 2YC:SAGE Musings
Students learn more in student-centered classrooms (e.g., Lawson et al., 2002; MacIsaac and Falconer, 2002). Furthermore, student-centered teaching reduces achievement gaps across student sub-populations (Teasdale ...

Akin Akinyemi: Using Food as the Foundation for Healthy Communities in URP3000 Intro. to Planning at Florida State University part of Food as the Foundation for Healthy Communities
Introductory urban planning course is a provocative mixture of lectures and debates on Environmental and Energy Planning. This Food, Energy, Waters systems "teaching experiment" came about at this junction and fits nicely into this mix. The graphics and poignant data supplement and reinforce the readings and discussions already planned. The progression of the three modules from concepts to practical applications was very useful in setting up and peaking the interest of the students. I interspersed the teachings returning to the preplanned lectures in between the three F.E.W.S. Modules and the students were very engaged. My requirement of the students to first produce and present slides as a thinking and outlining tool prior to writing their final essays enhanced the quality of the this final product.

SAGE Musings: Using Bloom's Taxonomy to Boost Student Metacognition part of SAGE 2YC:SAGE Musings
The use of Bloom's taxonomy in teaching and learning can help us become more student centered, as it allows us to be more precise about what we want students to know and be able to do. There is a growing body ...

SAGE Musings: "Blooming" Exams and Other Summative Assessments part of SAGE 2YC:SAGE Musings
Why "Bloom"? When faculty are asked what they want students to know and be able to do at the end of a class or a program, we usually respond with high level outcomes. We want our students to understand ...

SAGE Musings: Seeing the World Through Multiple Frames part of SAGE 2YC:SAGE Musings
× Sometimes the solution to a problem seems obvious to you, but you can't get any traction with your colleagues. What's going on? Consider the possibility that they see the situation differently ...

SAGE Musings: Implicit Bias in STEM part of SAGE 2YC:SAGE Musings
Unconscious, negative associations or stereotypes are called implicit biases. Extensive research has documented that implicit bias is pervasive in STEM, that it negatively impacts the participation and success of ...

SAGE Musings: Black, Brown, and Bruised in STEM part of SAGE 2YC:SAGE Musings
Earlier this year I read Black, Brown, Bruised: How Racialized STEM Education Stifles Innovation, by Ebony Omotola McGee, Ph.D., and I thought I'd share my thoughts with all of you. Spoiler alert: I recommend ...

SAGE Musings: The Dunning-Kruger Effect and Metacognition part of SAGE 2YC:SAGE Musings
The importance, and power, of teaching our students metacognitive skills is not a new idea for anyone involved in the SAGE 2YC project. Cohort 1 faculty Change Agents heard Saundra Macguire talk about this at our ...