Teaching Guide to Revitalizing STEM Education

Standard math and science textbooks typically follow a deductive style of content presentation that involves too much lecturing, too much of the teacher’s back at the chalkboard, too little interaction with students, and too little time for all of the students to take adequate notes.

By reading and using A Teaching Guide to Revitalizing STEM Education, educators will rediscover how to streamline the subject matter— math, physics, statistics, and organic chemistry—by eliminating unnecessary difficulties and distractions from course textbooks. A useful guide for both high school teachers and postsecondary faculty, this book explains how to organize, arrange, and streamline STEM content so that it is approachable, understandable, and applicable for students. Likewise, this guide discusses important classroom management skills and pedagogical techniques that will help students master these critical subjects. Providing and explaining over a dozen lesson plans, A Teaching Guide to Revitalizing STEM Education will encourage educators to effectively optimize the recent emphases on science, technology, engineering, and math education.

Daryao Khatri, PhD, holds a doctorate in physics with emphases on mathematics and computer science from the Catholic University of America, as well as a bachelor's and Master's in physics from the University of Delhi, India, from 1966 and 1968 respectively. During 1968-70, Khatri taught at Jamia Millia Islamia, Department of Physics, India. Since 1973, he has taught diverse populations in all classes at the University of District of Columbia in the departments of physics and computer science.

Anne O. Hughes, PhD, began her professional career in an inner-city school on the docks of Baltimore in a split-level class, armed with three courses taken at the local teachers college that proved unusable with virtual non-readers (fourth grade) and accelerated students (third grade). This teaching-learning experience changed her life, encouraging her to earn a Master's in educational psychology and reading from the University of South Carolina and a doctorate in educational psychology and reading from the University of Chicago. More significantly, it was because of this experience that she has devoted her career to working with poor, minority, and increasingly diverse student populations, whether at the University of Texas, the University of Arizona, the U.S. Department of Education, or most recently at the University of the District of Columbia.