What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

Authors

Clara L. Meaders, University of California
Michelle K. Smith, Cornell University
Timothy Boester, University of Maine
Anne Bracy, Cornell University
Brian A. Couch, University of Nebraska-LincolnFollow
Abby G. Drake, Cornell University
Saima Farooq, University of Maine
Bashir Khoda, University of Maine
Cynthia Kinsland, Cornell University
A Kelly Lane, University of Minnesota
Sarah E. Lindahl, University of Maine
William H. Livingston, University of Maine
Ayesha Maliwal Bundy, University of Maine
Amber McCormick, University of Maine
Anya I. Morozov, University of Nebraska-Lincoln
Jennifer L. Newell-Caito, University of Maine
Katharine J. Ruskin, University of Maine
Mark A. Sarvary, Cornell University
Marilyne Stains, University of Virginia
Justin R. St. Juliana, Cornell University
Stephanie R. Thomas, Cornell University
Cindy van Es, Cornell University
Erin L. Vinson, University of Maine
Maren N. Vitousek, Cornell University
Mackenzie R. Stetzer, University of Maine

Document Type

Article

Date of this Version

2-2-2021

Citation

Meaders CL, Smith MK, Boester T, Bracy A, Couch BA, Drake AG, Farooq S, Khoda B, Kinsland C, Lane AK, Lindahl SE, Livingston WH, Bundy AM, McCormick A, Morozov AI, Newell-Caito JL, Ruskin KJ, Sarvary MA, Stains M, St. Juliana JR, Thomas SR, van Es C, Vinson EL, Vitousek MN and Stetzer MR (2021) What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?. Front. Educ. 6:639338. doi: 10.3389/feduc.2021.639338

Comments

OPEN ACCESS

Abstract

Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses.