DR. B'S STEAM JOURNAL
2018
ACCOMPLISHED TEACHER AND RESEARCH PROFESSOR
BIO
Born to Teach
Destined to be an educator, Dr. Richard Biffle is known for his natural ability to explain abstract concepts in engaging, interesting and thought-provoking ways. His compassionate approach sparks curiosity and connects with people at all skill levels and backgrounds.
Dr. Biffle is currently a Professor of Education at Thomas College. He teaches courses in education, sociology, anthropology and archaeology at Thomas. In addition, Dr. Biffle is one of the designers of the Center for Innovation and Education. As part of his ongoing interest and research in science, technology and mathematics, he designed and has been teaching a course entitled “Introduction to S.T.E.A.M. (Science, Technology, Engineering, Arts, and Mathematics) --- Explorers, Voyagers, and Thinkers” for incoming first-year students.
PUBLISHED WORK
Literary Accomplishments
WEAVING A TAPESTRY OF MULTI-GENERATIONAL EFFECTIVE TEACHING PRACTICE
2017
In thinking about the nature of the relationship between generations the visual image and design of a tapestry comes to mind. Such is the nature of generational study in my view --- a merging of different colors, threads, dyes and designs creating a rich and diverse presentation of our world over periods of time.
INTRODUCTION TO STEAM-COURSE DESIGN ORGANIZATION AND IMPLEMENTATION
2016
The purpose of this paper is to provide readers the opportunity to see the planning, organization and delivery of an undergraduate course in the area of STEAM (Science, Technology, Engineering, Arts, and Mathematics). This course is designed for students to thoughtfully engage in the interdisciplinary nature of STEAM.
CONTINUING THE WORK OF UNPOPULAR IDEAS: MOVING BEYOND CURRICULAR PARALYSIS
2013
We live in a world where knowledge related to curriculum, instruction, and practice have the potential to illuminate many of our current educational dilemmas and to envision possible solutions. It has always been my hope and purpose as a practitioner to make strides in how teaching and curriculum, positioned at the center of social science (as well as technology), can bring our collective and theoretical strengths to bear not only to expand knowledge, but also to engage communities in addressing education and social problems, and achieving sustainable futures. This paper provides a helpful guide into how these ideas can be shaped, designed and implemented.