Guidebook for Studying and
Learning in STEM
STEM = Science, Technology, Engineering, and Math
* ‡
by Dawn A. Tamarkin, Ph.D. , Mary A. Moriarty, Ed.D. ,
and Vanessa A. Hill, M.S.*
*
Springfield Technical Community College, Springfield, MA
‡
Smith College, Northampton, MA
The development of this guidebook was funded by NSF #0726473,
through the Research in Disability Education Program.
2010 STCC Foundation Press
, Table of Contents
Guidebook for Studying and Learning in STEM Table of Contents:
Introduction.................................................................................................................... 3
Preface for Students ........................................................................................................ 4
Chapter 1: In-Class Techniques ....................................................................................... 5
Chapter 2: Reading Techniques ..................................................................................... 21
Chapter 3: Outside Class Techniques ............................................................................. 31
Chapter 4: Test Taking Techniques ................................................................................ 46
This material is based upon work supported by the National Science Foundation
under grant #0726473. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views
of the National Science Foundation.
2
, Introduction
Why is it that some students seem to perform well in all their classes except for their
science, technology, engineering, or math (STEM) classes? What is different about STEM
classes that makes them more challenging for some students? Are there any “tricks” to
learning in STEM classes? Are STEM classes actually different from other classes?
To address these questions we carried out a survey of STEM faculty and students at
community colleges. We asked them what they thought was important for learning and
success in STEM courses. Then we compared what they told us to what is already found in
books on how to study and learn for anything that stood out as different. From those
differences we developed the strategies for this Guidebook on Studying and Learning in
STEM. Then, knowing that every student is unique, we organized these strategies so that
students can pick and choose to read up on the skills they need to succeed.
This guidebook was funded as part of a National Science Foundation project from
the Research in Disability Education program (NSF # 0726473). Our project aims to
develop methods to improve success for all students, regardless of disability, in STEM
courses. One focus of the project was to teach students STEM-specific success strategies,
thus driving the survey to gather those strategies. This led to the development of this
Guidebook to provide the information to a broader audience. It is our hope that teachers
will make this available to their students to increase the chance for every student to succeed.
As you use this Guidebook, keep in mind that it was written for student use and to
highlight STEM-specific tips for success. It is not meant to replace other studying and
learning books that incorporate a wider range of methods for general education. Instead,
this Guidebook is a great companion for those other studying and learning books; it is also a
helpful aid for students who do not know what to do to improve their learning. By
including the Guidebook on Studying and Learning in STEM in your class, more students
should be able to figure out what they need to improve their success in STEM.
3
, Preface for Students
This Guidebook was written for your use. Succeeding in science, technology,
engineering, and math (STEM) courses can be a challenge for any student. But with the
right tools, it is much easier to succeed. Being a successful student requires certain:
1. In-Class Techniques
2. Reading Techniques (for mastering the textbook)
3. Outside Class Studying Techniques
4. Test-taking Techniques
These are the chapters of this Guidebook.
Since every student is unique, the Guidebook was designed for easy navigation to
any section of interest for each student. For example, if you are looking for ways to stay
awake during class, head on over to the In-Class Techniques chapter and to the section on
remaining alert. When you get to the chapter of interest to you, the first page of that chapter
has a Table of Contents for navigating within that chapter. Feel free to jump around this
Guidebook and get the tips you need.
Throughout the Guidebook we have focused on four areas that are important for
learning in STEM courses: 1) active learning strategies; 2) terminology; 3) the big picture;
and 4) organization. These four areas were revealed as important for all aspects of studying
and learning by the respondents of the survey that provided the input for this Guidebook.
Active learning simply means learning through action rather than being passive while trying
to learn; for example, write and draw notes as you read from the textbook instead of just
turning pages. The large amount of new terminology in a STEM course can be
overwhelming for some students, so tips to handle the volume of new words are given
throughout the Guidebook. It can be a challenge to understand the big picture in STEM
courses, as well, but distinguishing which items are big pictures and which items are little
details is essential. Finally, with all the information and resources in STEM courses, it is
important to be organized in your approach to your courses, so tips are given for that.
Any student can be successful in STEM courses—if you haven’t been successful in
the past it doesn’t mean that you will not be successful in the future. It could just be the
approach you were using. This Guidebook should give you new approaches for studying
and learning that could make all the difference for you. Keep in mind that it isn’t easy to
change one’s approach to studying and learning. It may feel like a struggle. But the time
investment to make the change will be worth it if it helps you do well in your STEM
courses.
Finally, it is important to keep in mind that the amount of time spent studying is not
necessarily proportional to the amount of learning a student achieves. It is possible to spend
a lot of time on techniques that do not work for you. For example, a student who just reads
a chapter from beginning to end over and over may not ever understand what they are
reading, but it would take a lot of time. In the long run, studying smarter will save you
time.
4
Learning in STEM
STEM = Science, Technology, Engineering, and Math
* ‡
by Dawn A. Tamarkin, Ph.D. , Mary A. Moriarty, Ed.D. ,
and Vanessa A. Hill, M.S.*
*
Springfield Technical Community College, Springfield, MA
‡
Smith College, Northampton, MA
The development of this guidebook was funded by NSF #0726473,
through the Research in Disability Education Program.
2010 STCC Foundation Press
, Table of Contents
Guidebook for Studying and Learning in STEM Table of Contents:
Introduction.................................................................................................................... 3
Preface for Students ........................................................................................................ 4
Chapter 1: In-Class Techniques ....................................................................................... 5
Chapter 2: Reading Techniques ..................................................................................... 21
Chapter 3: Outside Class Techniques ............................................................................. 31
Chapter 4: Test Taking Techniques ................................................................................ 46
This material is based upon work supported by the National Science Foundation
under grant #0726473. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views
of the National Science Foundation.
2
, Introduction
Why is it that some students seem to perform well in all their classes except for their
science, technology, engineering, or math (STEM) classes? What is different about STEM
classes that makes them more challenging for some students? Are there any “tricks” to
learning in STEM classes? Are STEM classes actually different from other classes?
To address these questions we carried out a survey of STEM faculty and students at
community colleges. We asked them what they thought was important for learning and
success in STEM courses. Then we compared what they told us to what is already found in
books on how to study and learn for anything that stood out as different. From those
differences we developed the strategies for this Guidebook on Studying and Learning in
STEM. Then, knowing that every student is unique, we organized these strategies so that
students can pick and choose to read up on the skills they need to succeed.
This guidebook was funded as part of a National Science Foundation project from
the Research in Disability Education program (NSF # 0726473). Our project aims to
develop methods to improve success for all students, regardless of disability, in STEM
courses. One focus of the project was to teach students STEM-specific success strategies,
thus driving the survey to gather those strategies. This led to the development of this
Guidebook to provide the information to a broader audience. It is our hope that teachers
will make this available to their students to increase the chance for every student to succeed.
As you use this Guidebook, keep in mind that it was written for student use and to
highlight STEM-specific tips for success. It is not meant to replace other studying and
learning books that incorporate a wider range of methods for general education. Instead,
this Guidebook is a great companion for those other studying and learning books; it is also a
helpful aid for students who do not know what to do to improve their learning. By
including the Guidebook on Studying and Learning in STEM in your class, more students
should be able to figure out what they need to improve their success in STEM.
3
, Preface for Students
This Guidebook was written for your use. Succeeding in science, technology,
engineering, and math (STEM) courses can be a challenge for any student. But with the
right tools, it is much easier to succeed. Being a successful student requires certain:
1. In-Class Techniques
2. Reading Techniques (for mastering the textbook)
3. Outside Class Studying Techniques
4. Test-taking Techniques
These are the chapters of this Guidebook.
Since every student is unique, the Guidebook was designed for easy navigation to
any section of interest for each student. For example, if you are looking for ways to stay
awake during class, head on over to the In-Class Techniques chapter and to the section on
remaining alert. When you get to the chapter of interest to you, the first page of that chapter
has a Table of Contents for navigating within that chapter. Feel free to jump around this
Guidebook and get the tips you need.
Throughout the Guidebook we have focused on four areas that are important for
learning in STEM courses: 1) active learning strategies; 2) terminology; 3) the big picture;
and 4) organization. These four areas were revealed as important for all aspects of studying
and learning by the respondents of the survey that provided the input for this Guidebook.
Active learning simply means learning through action rather than being passive while trying
to learn; for example, write and draw notes as you read from the textbook instead of just
turning pages. The large amount of new terminology in a STEM course can be
overwhelming for some students, so tips to handle the volume of new words are given
throughout the Guidebook. It can be a challenge to understand the big picture in STEM
courses, as well, but distinguishing which items are big pictures and which items are little
details is essential. Finally, with all the information and resources in STEM courses, it is
important to be organized in your approach to your courses, so tips are given for that.
Any student can be successful in STEM courses—if you haven’t been successful in
the past it doesn’t mean that you will not be successful in the future. It could just be the
approach you were using. This Guidebook should give you new approaches for studying
and learning that could make all the difference for you. Keep in mind that it isn’t easy to
change one’s approach to studying and learning. It may feel like a struggle. But the time
investment to make the change will be worth it if it helps you do well in your STEM
courses.
Finally, it is important to keep in mind that the amount of time spent studying is not
necessarily proportional to the amount of learning a student achieves. It is possible to spend
a lot of time on techniques that do not work for you. For example, a student who just reads
a chapter from beginning to end over and over may not ever understand what they are
reading, but it would take a lot of time. In the long run, studying smarter will save you
time.
4
