To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. 

This paper reports the latest findings of a project to refine the CAT© instrument, a new interdisciplinary assessment tool for evaluating students’ critical thinking skills. Tennessee Technological University partnered with six other institutions across the U.S. (University of Texas, University of Colorado, University of Washington, University of Hawaii, University of Southern Maine, and Howard University) to evaluate and refine the CAT instrument.

We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education.

On the Cutting Edge is an NSF-sponsored comprehensive faculty development project for geoscience educators. It combines a program of faculty development workshops with the development of online pedagogical and educational resources. While the examples in the online resources are primarily taken from the geosciences, the pedagogies are appropriate for teaching in any of the STEM disciplines (and in many cases, beyond).