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My topic title comes from a line in a research paper by Dr. Eugena Griffin from Hostos Community College, part of the CUNY system.

https://www.tandfonline.com/doi/full/10.1080/10668926.2019.1590252

Stitching together corroborating claims from other researchers, she provocatively asserts that scientists without an attached education degree are rarely, if ever, taught how to teach college students. Her paper discussed a method she created to 'captivate and maintain student's attention, along with supporting them on their academic journey.'

I earned my engineering undergrad degree from Northwestern nearly 40 years ago and dabbled at an M.S. in Comp. Sci. from the Naval Postgraduate School about 20 years ago so my exposure is a bit dated. But both of those experiences validated for me Griffin's findings. We've all been there. Brilliant scientist-practitioner-researcher. Terrible professor.

What can be done about this besides forcing all higher education science educators to earn an Ed. degree - clearly an unworkable solution?

Thoughts?

Jeff

Even though your post is a couple years old, I'll try to add something.  Maybe ask professors to come up with a real-world example of how the topic relates to life?  Maybe start the class with a question 'have you wondered why blah always (or never) happens?  Today we're going to look into the principle that drives that.'  It would especially help if the example is one that the professor was directly involved in (personal experience).  Also ask them to occasionally check-in with students to make sure they understand.

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