My students are resistant to active learning!

How do I get my students to care about the topics in my class?

Taylor Darwin joins the show to talk with Justin about how to engage your students in the classroom – not necessarily about what to do in a typical 50 minute class, but rather how to engage them in the subject matter writ large (especially if it is a mandatory class that they have little interest in). Want to be a part of the show? Submit a question! [http://recombinanteducation.com/podcast] Learn more about expectancy value theory here [https://en.wikipedia.org/wiki/Expectancy-value_theory]. Check out this paper [https://psycnet.apa.org/doiLanding?doi=10.1037%2Fpspp0000075] on how utility value can improve student outcomes in introductory biology. Dr. Taylor Darwin [https://www.linkedin.com/in/taylor-darwin-ph-d-57b036233/] is a faculty member in the Department of Mathematics at Tarleton State University and an experienced mathematics educator whose work spans secondary, two-year, and four-year institutional contexts. Her professional background integrates teaching, research, and large-scale institutional change aimed at improving student access and success in mathematics. Dr. Darwin’s research centers on improving mathematics learning experiences for rural and underserved populations, designing and evaluating corequisite models, and supporting systemic reform in developmental education. She also explores emerging areas in mathematics education, including the use of artificial intelligence to support personalized learning and faculty professional development, as well as collaborative university–school partnerships that elevate teacher leadership and context-responsive instructional design. Her research agenda is informed in part by her postdoctoral fellowship at the University of Southern California, where she deepened her expertise in learning sciences and technology-enhanced education.   Across her previous roles and in her teaching experience, Dr. Darwin has focused on designing active learning environments and supporting faculty in shifting from traditional lecture-based instruction toward more student-centered, interactive approaches. Her work has contributed to multiple grant-funded initiatives focused on STEM access, equity, and innovative approaches to teaching and learning. Learn how you, your department, or your institution can work with Justin to improve STEM education together. [www.recombinanteducation.com] www.recombinanteducation.com [http://www.recombinanteducation.com]

What is the best way to form student groups?

Justin is joined by SPECIAL GUEST HOST Kelsey Metzger Metzbertsel to answer an age-old question about the best way to form student groups! Justin was sure glad to have Kelsey as a group partner to work through this toughie! Want to be a part of the show? Submit a question! [http://recombinanteducation.com/podcast] Kelsey Metzger – Dr. KJAM to her students – is a professor in the Center for Learning Innovation and the director of faculty development at the University of Minnesota Rochester where she was a founding faculty member. Across her efforts in research, teaching, and service, Kelsey’s core value is using evidence to advance knowledge and practice in support of equitable and inclusive student learning, development, and wellbeing. Learn more about the CATME grouping tool here [https://info.catme.org/features/team-maker/]. Learn how you, your department, or your institution can work with Justin to improve STEM education together. [www.recombinanteducation.com] www.recombinanteducation.com [http://www.recombinanteducation.com]

My students are resistant to active learning!

Justin is joined by Lauren Stoczynski to discuss the age-old question of how to handle student resistance when it comes to active learning and structured course design. While a tough nut to crack, I guarantee you won't face any resistance with enjoying this episode! :) Want to be a part of the show? Submit a question! [http://recombinanteducation.com/podcast] Lauren Stoczynski is an assistant professor of biological and environmental sciences at Le Moyne College. Learn more about Lauren on her LinkedIn [https://www.linkedin.com/in/lauren-stoczynski-phd-33248b65/] page. Check out Episode 4 for an overview of high structure course design. I have lots of papers on the literature page [https://www.recombinanteducation.com/literature/] of my website about student resistance and other barriers to using active learning and evidence-based course design. Learn how you, your department, or your institution can work with Justin to improve STEM education together. [www.recombinanteducation.com] www.recombinanteducation.com [http://www.recombinanteducation.com]

How can we support students in service and community learning?

Brian Shmaefsky joins to show to share how he engages his students through community work and asks Justin how to do this in a way to match students interests and motivations. Listen in for some great examples of community-based learning that Brian is doing! Want to be a part of the show? Submit a question! [http://recombinanteducation.com/podcast] Brian Shmaefsky is an environmental scientist who’s spent more over 30 years making complex STEM topics accessible, relevant, and engaging for diverse student communities. His work bridges classroom teaching, public outreach, and environmental justice, with a focus on helping learners see how science directly connects to their lives and communities. Learn more about Brian on his LinkedIn [https://www.linkedin.com/in/brian-shmaefsky-31565925/] page. Learn about [https://www.thereachlab.org] the great community-based work that Lisa Corwin is doing at the University of Colorado. Learn how you, your department, or your institution can work with Justin to improve STEM education together. [www.recombinanteducation.com] www.recombinanteducation.com [http://www.recombinanteducation.com]

How can courses be designed to support neurodivergent learners?

Justin is joined by Christin Monroe to discuss how courses can be designed best to support neurodivergent learners. This is not Justin's area of expertise, so it was a good challenge to think through this idea together with Christin! Want to be a part of the show? Submit a question! [http://recombinanteducation.com/podcast] Dr. Christin Monroe holds a PhD in Chemistry from Princeton University and is an Educational Research Associate at the University of Illinois Urbana-Champaign’s Center for Innovation in Teaching & Learning. Her work is grounded in education research and the Scholarship of Teaching and Learning (SoTL), with a focus on partnering with faculty to use evidence-based, data-informed approaches to examine and improve teaching and learning. Learn more about Christin on her LinkedIn [https://www.linkedin.com/in/christin-monroe-phd-a6031283/] page. Check out this infographic [https://www.landmark.edu/research-and-training/blog/downloadable-infographics] on neurodiversity from Landmark College. A great article [https://citl.news.niu.edu/2025/02/25/mind-the-gap-tips-and-tools-for-supporting-neurodiverse-learners/] from Northern Illinois University about teaching for neurodiverse learners. Learn how you, your department, or your institution can work with Justin to improve STEM education together. [www.recombinanteducation.com] www.recombinanteducation.com [http://www.recombinanteducation.com]