Richard M. Felder
College teaching may be the only skilled profession for which no preparation or training is provided or required. You get a Ph.D., join a faculty, they show you your office, and then tell you "By the way, you're teaching 205 next semester. See you later." The result is the consistent use of teaching techniques that have repeatedly been shown to be ineffective at promoting learning. Many professors are surprised to learn that...
Dr. Richard M. Felder is the Hoechst Celanese Professor Emeritus of Chemical Engineering at North Carolina State University. He is coauthor of Elementary Principles of Chemical Processes, an introductory chemical engineering text now in its third edition. He has contributed over 200 publications to the fields of science and engineering education and chemical process engineering, and writes "Random Thoughts," a column on educational methods and issues for the quarterly journal Chemical Engineering Education. With his wife and colleague, Dr. Rebecca Brent, he codirects the National Effective Teaching Institute (NETI) and regularly offers teaching effectiveness workshops on campuses and at conferences around the world. He has seven spectacular grandchildren.
What's new? As of February 7, 2016
"Systems Thinking: An Experimental Course for College Freshmen." Innovative Higher Education, 12(2), 57-68 (1988). Description of a course taught in 1986 that made extensive use of active learning to help students develop critical thinking and communication skills.
"Handouts with Gaps." Chem. Engr. Education, 49(4), 239-240 (Fall 2015). A research-validated technique for incorporating activities in a class, getting all the benefits of active learning, and not sacrificing content coverage (maybe even increasing it).
"To Flip or Not to Flip." Chem. Engr. Education, 49(3), 191-192 (Summer 2015). Good and not-so-good ways to flip a classroom (introduce new material online and then have students build on it in class).
Comments or questions? Send mail to Dr. Felder at email@example.com