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Journal of College Science Teaching

May 2012
Vol. 41 No. 5

Read about the success of a unique Research for Undergraduates program targeted at underrepresented students in the ocean and Earth sciences. Explore the relationship between accurate self-monitoring of one's mastery of material and improved exam performance. Find out how online peer-discussion forums can be used to promote greater scientific understanding of climate change. Find out all this and more in this month's issue of the Journal of College Science Teaching.

A Case of Reform: The Undergraduate Research Collaboratives
By: Elizabeth Horsch, Mark St. John, and Ronald L. Christensen
Journal of College Science Teaching , May 12
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In this report the authors include brief descriptions of five undergraduate research collaboratives and discuss their common components and the variety of implementation strategies. They also examine the impacts of early research on students, faculty...  [view full summary]
In this report the authors include brief descriptions of five undergraduate research collaboratives and discuss their common components and the variety of implementation strategies. They also examine the impacts of early research on students, faculty members, and institutions and the potential for these research experiences to drive change in science education.
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Assessing General Education Science Courses: A Portfolio Approach
By: Erika Offerdahl and Chris Impey
Journal of College Science Teaching , May 12
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The work presented in this article represents one in-depth example of the integration of portfolio assessment into the standard assessment practices of a general education course for nonscience majors.
The work presented in this article represents one in-depth example of the integration of portfolio assessment into the standard assessment practices of a general education course for nonscience majors.
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Case Study: Resistance Is Futile ... or Is it? The Immunity System and HIV Infection
By: Annie Prud'homme-Genereux
Journal of College Science Teaching , May 12
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This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month’s issue the case study uses an interrupted progressive disclosure format, during which students...  [view full summary]
This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. In this month’s issue the case study uses an interrupted progressive disclosure format, during which students make hypotheses, predict the outcome of experiments, and compare their predictions with real data. This case is appropriate for first-year biology students with knowledge of the immune system and HIV infection.
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Challenging Disciplinary Boundaries in the First Year: A New Introductory Integrated Science Course for STEM Majors
By: Lisa Gentile, Lester Caudill, Mirela Fetea, April Hill, Kathy Hoke, Barry Lawson, Ovidiu Lipan, Michael Kerckhove, Carol Parish, Krista Stenger, and Doug Szajda
Journal of College Science Teaching , May 12
This article describes the mobilization, planning, and implementation of a first-year interdiciplinary course for STEM majors that integrates key concepts found in traditional first-semester biology, chemistry, computer science, mathematics, and physics...  [view full summary]
This article describes the mobilization, planning, and implementation of a first-year interdiciplinary course for STEM majors that integrates key concepts found in traditional first-semester biology, chemistry, computer science, mathematics, and physics courses.
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Cold Water, Warm Ice?
By: Li-Hsuan Yang
Journal of College Science Teaching , May 12
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This article describes engaging students in two simple observations to address the concepts of changes of states, heat, temperature, and molecular potential and kinetic energy.
This article describes engaging students in two simple observations to address the concepts of changes of states, heat, temperature, and molecular potential and kinetic energy.
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Personal Response Systems and Learning: It Is the Pedagogy That Matters, Not the Technology
By: Kyle Gray and David N. Steer
Journal of College Science Teaching , May 12
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This study investigated whether using clickers in conjunction with lecture tutorials yields higher student learning gains than using only lecture tutorials. The results suggest that the clickers do not lead to additional learning gains.
This study investigated whether using clickers in conjunction with lecture tutorials yields higher student learning gains than using only lecture tutorials. The results suggest that the clickers do not lead to additional learning gains.
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Point of View: Biology Departments Need to Increase the Integration of Physiology Into Their Core Curriculum
By: Brent Hill and William M. Moran
Journal of College Science Teaching , May 12
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This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses the importance of physiology education.
This column shares reflections or thoughtful opinions on issues of broad interest to the community. This month’s issue discusses the importance of physiology education.
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Research and Teaching: Mandatory Climate Change Discussions in Online Classrooms: Promoting Students' Climate Literacy and Understanding of the Nature of Science
By: Renee M. Clary and James H. Wandersee
Journal of College Science Teaching , May 12
To expose students to critical analysis of media and emphasize the nature of science, we required them to access scientific reports and participate in mandatory peer discussions. The vast majority of students indicated that online peer-discussion forums...  [view full summary]
To expose students to critical analysis of media and emphasize the nature of science, we required them to access scientific reports and participate in mandatory peer discussions. The vast majority of students indicated that online peer-discussion forums promoted greater scientific understanding of the climate change issue.
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Self-Monitoring Tools and Student Academic Success: When Perception Matches Reality
By: Debra A. Bercher
Journal of College Science Teaching , May 12
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This study investigates the effectiveness of use of self-assessment and post-exam reflection forms as cognitive feedback and additional self-regulated learning strategies students can use to achieve a positive outcome on exams.
This study investigates the effectiveness of use of self-assessment and post-exam reflection forms as cognitive feedback and additional self-regulated learning strategies students can use to achieve a positive outcome on exams.
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Free - The C-More Scholars Program: Motivations for an Academic-Year Research Experiences for Undergraduates Program
By: Barbara A. Gibson and Barbara C. Bruno
Journal of College Science Teaching , May 12
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This article describes an academic-year Research Experiences for Undergraduates program targeted at underrepresented students within the University of Hawaii system, shows how it is aligned with best practices for broadening participation, and presents...  [view full summary]
This article describes an academic-year Research Experiences for Undergraduates program targeted at underrepresented students within the University of Hawaii system, shows how it is aligned with best practices for broadening participation, and presents evaluation results.
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Who Benefits From Peer Conversation? Examining Correlations of Clicker Question Correctness and Course Performance
By: Jeffrey T. Morgan and Cynthia Wakefield
Journal of College Science Teaching , May 12
The authors implemented peer instruction in an introductory level conceptual physics course for nonscience majors and found no correlation with course grade. They did notice moderate correlation between answering a conceptual question correctly prior...  [view full summary]
The authors implemented peer instruction in an introductory level conceptual physics course for nonscience majors and found no correlation with course grade. They did notice moderate correlation between answering a conceptual question correctly prior to peer conversation and course grade, indicating that although peer conversation improves the interactivity of a lecture course, interaction may be more important than arriving at the correct answer.
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