Textbooks play an important role in undergraduate mathematics courses and have the potential to impact student learning. However, there have been few studies that describe students' textbook use in detail. In this study, 1156 undergraduate students in introductory mathematics classes were surveyed, and asked to describe how they used their textbook. The results indicate that students tend to use examples, instead of the expository text, to build their mathematical understanding, which instructors may view as problematic. This way of using the textbook may be the result of the textbook structure itself, as well as students' beliefs about reading and the nature of mathematics. Although many instructors may not clearly convey how they want their students to use the textbook, students do report using it more productively when they believe they are asked to do so. This suggests that instructors should carefully choose text materials to promote mathematical reasoning, and actively encourage their students to read the text in a way that supports the development of this reasoning.

Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories of student questions (e.g., what are best practices for studying, how can in- and out-of- course time be effectively used), and 3) collaboratively identified advice on how course instructors can answer these questions. Here, we share tips, evidence-based strategies, and resources from faculty that instructors can use to develop their own responses for students. We hope that educators can use these common student questions as a starting point to proactively address questions throughout the course and that the compiled resources will allow instructors to easily find materials that can be considered for their own courses.