I am interested in understanding what teaching strategies can improve student learning, especially in college math and science courses. I am also interested in assessing the impact of curriculum reforms for specific courses. Finally, in the past I have also studied faculty development programs, working on understanding what factors can help instructors adopt new teaching methods.
Steve Bennoun completed his B.Sc. and M.Sc. in mathematics at the École Polytechnique Fédérale de Lausanne (EPFL) in Switzerland. He then earned his PhD in mathematics at the University of British Columbia in Canada. Before joining UCLA, Steve was an active learning lecturer at Cornell University where he focused on redesigning mathematics courses to establish consistent use of active learning as well as assessing the impact of such curricular change.
Bennoun, S., & Holm, T. (2020). Establishing Consistent Active Learning in a Calculus I Course. PRIMUS, 1–13. https://doi.org/10.1080/10511970.2020.1746453
Bennoun, S., Haeberli, P., & Schaub, M. (2018). Taking an ethics of care perspective on two university teacher training programmes. South African Journal of Higher Education, 32(6), 137–152. https://doi.org/10.20853/32-6-2651
Haeberli, P., & Bennoun, S. (2019). Quelles articulations entre savoir et expérience dans deux formations en pédagogie universitaire? [On the Connections between Knowledge and Experience in Two University Teacher Training Programs]. In M.-F. Carnus, D. Bailet, G. Therriault, & V. Vincent (Eds.), Rapport au(x) savoir(s) et formation des enseignants: Un dialogue nécessaire et fructueux (pp. 151–167). De Boeck.
Bennoun, S., Haeberli, P., & Schaub, M. (2016). What Values are Implicitly Conveyed in Teacher Training Programmes: A Hidden Curriculum Perspective on Faculty Development. In C. Winberg & V. Bozalek (Eds.), Proceedings of the 2016 Combined Conference ICED & HELTASA: Ethics, Care and Quality in Educational Development, Cape Town, South Africa.
Bennoun, S., & Pfeiffer, H. (2013). Weak Bialgebras of fractions. Journal of Algebra, 385, 145–163. https://doi.org/10.1016/j.jalgebra.2013.03.024