AUSSI participants bring classroom concepts to life through creative tidbits 

This summer, the Auburn University Summer STEM Institute (AUSSI), hosted by the Biggio Center for the Enhancement of Teaching and Learning, welcomed more than 70 early-career faculty and graduate students from across STEM disciplines for a week of hands-on teaching development.

Participants engaged in sessions on active learning and backward course design, building a toolkit of evidence-based strategies to use in their own classrooms. A highlight of the week was the creation of “tidbits,” short, engaging activities designed to teach specific concepts using student-centered strategies.

The Central Limit Theorem: From Order to Chaos 

Each disciplinary group collaborated to develop a tidbit, which they presented to their peers for feedback and refinement. In the math/statistics group, one team designed a tidbit titled “The Central Limit Theorem: From Order to Chaos.” The activity led students through dice-rolling experiments, collaborative data collection and histogram predictions, culminating in a dynamic R Shiny demo to visualize how averages behave with larger samples. The group reflected that, while planning in a group setting can bring new challenges for those accustomed to working independently, the final product benefited immensely from collective effort. Practicing the tidbit with feedback from another group also provided a valuable opportunity to refine their approach, an insight they plan to carry forward into future teaching.

Making Data-Driven Decisions: t-test 

Another math/statistics group developed the tidbit “Making Data-Driven Decisions: t-test.” In this activity, students used sample data from their own table to evaluate a claim from a research article using a t-test. The group emphasized how increasing the sample size can lead to more stable conclusions. For the early-career educators in this group, a key takeaway was how framing lessons around relatable questions can simplify complex topics and help students connect with the material more easily.

Can Candy Predict the Future? A Tasty Introduction to Linear Regression 

A third math/statistics team created “Can Candy Predict the Future? A Tasty Introduction to Linear Regression,” which used bags of candy as a fun, tangible way to explore data. After weighing the bags and counting the candies, students plotted results and used linear regression to model the relationship between count and total weight. The activity introduced statistical modeling through prediction and pattern recognition, helping students understand both the usefulness and limitations of trendlines. This group noted that AUSSI strategies don’t require a complete course overhaul; small, intentional changes like this tidbit can be woven into a single class session to increase engagement and comprehension.

Rules of the Road: Leading and Lagging Strands in DNA Replication 

The biological sciences group presented “Rules of the Road: Leading and Lagging Strands in DNA Replication.” To model the mechanics of DNA replication, students acted out the roles of various molecules, helping them visualize the continuous replication of the leading strand and the intermittent nature of the lagging strand. The group found that role-playing not only helped clarify student misconceptions but also pushed them to strip the content down to its essentials without sacrificing clarity.

Kinetics and CATalysts 

The chemistry group developed a tidbit titled “Kinetics and CATalysts.” Through physical role play, students acted as molecules navigating reaction conditions, such as walking with eyes closed versus open, to demonstrate how catalysts and temperature impact reaction speed. The activity used everyday analogies, like comparing a car to a walking commute, to help students connect chemistry to their daily lives. Group members noted that becoming aware of their own constructive and deconstructive behaviors helped strengthen their teamwork. They also recognized the value of well-structured activities and positive feedback in shaping a productive and engaging classroom experience.

Lewis Lollies 

Another chemistry group created a tidbit called “Lewis Lollies,” which used M&M candies to represent electrons in simple models of covalent bonding. Students manipulated the candies to simulate how atoms share electrons to form bonds, making an abstract concept more tangible and interactive. Through this process, the group was able to explore the logistics of running an active learning activity and gained insight into the iterative nature of designing and refining both instructional activities and assessments.

Age Dating: Geological Principles 

The geosciences group introduced five principles of relative dating in their tidbit “Age Dating: Geologic Principles.” Each principle was briefly explained with food-based analogies, followed by an image-matching challenge where students played detectives to apply what they had learned. The team emphasized how helpful it was to practice working within time constraints while still delivering a clear takeaway, a skill that will serve them well in future lesson planning.

In the end

As AUSSI came to a close, participants left not only with a deeper understanding of evidence-based teaching practices but also with a sense of community and shared purpose. By designing, presenting and iterating on their tidbits, each group experienced the power of collaboration and creativity in the classroom.

These tidbits represent more than just short activities; they offer a glimpse into how the next generation of Auburn educators is reimagining STEM instruction to be more interactive and impactful. The week concluded with an inspiring keynote from Sharday Ewell, assistant professor of biology at the University of Mississippi, who emphasized the importance of student-centered and innovative teaching in STEM.