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Smith, Gary A.; Stark, Audriana; Sanchez, Julie – Journal of College Science Teaching, 2019
A phenomenographic study at a research university identified five categories of description for how STEM (science, technology, engineering, and mathematics) instructors conceptualize the design and redesign of undergraduate courses. These categories form a hierarchical outcomes space with increasing complexity of awareness of the phenomenon. The…
Descriptors: College Science, Mathematics Teachers, Mathematics Instruction, Curriculum Design
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Metzger, Kelsey J.; Smith, Brittany A.; Brown, Ethan; Soneral, Paula A. G. – Journal of College Science Teaching, 2018
This study describes the development and implementation of an iterative diagnostic and intervention routine designed to elicit and quantitatively describe aspects of student metacognition, affect, and study habits in a first-year undergraduate biology course. The Student Metacognition, Affect, and Study Habits (SMASH) inventory is a…
Descriptors: Science Instruction, College Science, Undergraduate Study, Metacognition
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Holland, Tara – Journal of College Science Teaching, 2018
Graduate teaching assistants (TAs) play an important role in undergraduate programs in our Earth Science Department. A course on teaching and learning was developed to train graduate students in student-centered pedagogy, in a discipline-specific context. The training course has been running for a decade and has been taken by over 100 graduate…
Descriptors: Graduate Students, Student Attitudes, Instructional Effectiveness, Instructional Improvement
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Prince, Annabel N.; Pitts, Wesley B.; Parkin, David W. – Journal of College Science Teaching, 2018
In this exploratory case study, we consider how students in an undergraduate biochemistry class engaged in the process of argumentation within an inquiry-oriented learning environment to investigate a chemical mechanism in a particular part of the tricarboxylic acid cycle. Audio/video recordings of student groups during the mechanism discussion…
Descriptors: Case Studies, College Science, Undergraduate Study, Biochemistry
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Coffman, Kirsten E.; Martínez-Gálvez, Gabriel; Brown, Ashley K.; Matchett, William E.; Horazdovsky, Bruce F. – Journal of College Science Teaching, 2018
Mayo Clinic annually trains over 1,000 predoctoral students and postdoctoral research fellows in medicine and biomedical sciences. However, training opportunities are limited for those interested in teaching and mentoring undergraduates. Predoctoral students sought to provide practical, trainee-led, pedagogical learning opportunities. A survey…
Descriptors: Undergraduate Students, Teaching Methods, Undergraduate Study, College Faculty
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Tuthill, Matthew C.; Berestecky, John M. – Journal of College Science Teaching, 2017
Studies consistently indicate that engaging students in research is successful in improving STEM (science, technology, engineering, and math) retention and graduation rates. Given that nearly half of all U.S. students are enrolled in community colleges, and that 70% of those enrolled are either women or underrepresented ethnicities, these campuses…
Descriptors: Student Research, Undergraduate Study, Two Year Colleges, Two Year College Students
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Young, Kaisa E.; Young, Chadwick H.; Beyer, Adam – Journal of College Science Teaching, 2017
We compare student learning and perception data from astronomy, physics, and geology courses taught in a traditional classroom with individual desks to the same classes taught in a large auditorium. In a large student sample (1,593 students), there is no clear difference between rooms in measures of failure rates or average final grades. However,…
Descriptors: Undergraduate Study, Introductory Courses, College Science, School Space
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Gray, Christine E.; Contreras-Shannon, Veronica E. – Journal of College Science Teaching, 2017
Analyzing, interpreting, and clearly presenting real data are skills we hope to develop in all students, majors and nonmajors alike. These process skills require lots of practice coupled with targeted feedback from instructors or mentors. Here we present a pedagogy implemented within a course-based research experience that is designed to help…
Descriptors: Feedback (Response), STEM Education, Science Instruction, Science Process Skills
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Small Griswold, Jennifer D. – Journal of College Science Teaching, 2017
A climate-literate population, capable of making informed decisions related to climate change, is of critical importance as society faces ever-increasing global temperatures and changes in the climate system. This project evaluates the effectiveness of a novel instructional approach that incorporates climate change science into a first-year…
Descriptors: Undergraduate Study, Writing Instruction, Freshman Composition, Climate
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Owens, David – Journal of College Science Teaching, 2017
An introductory undergraduate biology laboratory session about vertebrate tissues was gamified to elucidate the effects of gameful learning on students' perceptions of their own learning and motivation. Student groups were randomly assigned a vertebrate tissue, including corresponding slides and content from the laboratory manual, and tasked with…
Descriptors: Introductory Courses, Undergraduate Study, College Science, Biology
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Crippen, Kent J.; Boyer, Treavor H.; Korolev, Maria; de Torres, Trisha; Brucat, Phil J.; Wu, Chang-Yu – Journal of College Science Teaching, 2016
Undergraduate engineering education in the United States is in need of reform that addresses the recruitment and retention of a diverse population of students. Change Chem is a curriculum reform model that has been created to address this issue for freshman students. This article reports on a mixed method efficacy study of Change Chem, which uses…
Descriptors: Engineering, Engineering Education, Chemistry, Higher Education
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Frey, Regina F.; Fisher, Beth A.; Solomon, Erin D.; Leonard, Denise A.; Mutambuki, Jacinta M.; Cohen, Cheryl A.; Luo, Jia; Pondugula, Santhi – Journal of College Science Teaching, 2016
This article describes a visual approach to integrating observational data into self-evaluation and peer review of teaching, practices that can lead to adoption of evidence-based active-learning strategies in STEM. This approach was designed to be implemented for undergraduate courses across disciplines. The presentation of observational data in a…
Descriptors: Active Learning, Self Evaluation (Individuals), Peer Evaluation, Educational Practices
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Gonzalez, Beatriz – Journal of College Science Teaching, 2016
The author discusses an Introduction to Biology course they created. The course was designed by following the recommendations from the Vision and Change in Undergraduate Biology Education: A Call to Action report, which stresses the need for engaging students through hands-on and student-centered activities. In the course, students perform…
Descriptors: Biology, Science Instruction, College Science, Online Courses
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Mulnix, Amy B.; Vandegrift, Eleanor V. H.; Chaudhury, S. Raj – Journal of College Science Teaching, 2016
This column shares reflections or thoughtful opinions on issues of broad interest to the community. In this month's issue the authors make a case for their belief that significant progress toward equity and inclusion will only be achieved when evidence-based pedagogies are deeply embedded in all classrooms.
Descriptors: Undergraduate Study, Equal Education, STEM Education, Inclusion
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Kobulnicky, Henry A.; Dale, Daniel A. – Journal of College Science Teaching, 2016
This article describes a community mentoring model for UREs that avoids some of the common pitfalls of the traditional paradigm while harnessing the power of learning communities to provide young scholars a stimulating collaborative STEM research experience.
Descriptors: Science Instruction, Science Education, Mentors, Higher Education
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