Volume 49, No. 3, January/February 2020
By Mark Milanick
Students in introductory college science courses often have a simplified understanding of the scientific method. To introduce students to the comple...
By Cindy Shellito
Social media platforms and other internet sites may propagate inaccurate or misleading information. This misinformation encourages speculation, rumo...
By Shawn Stover and Michelle Mabry
First-Year Seminars (FYS) offer a unique mode of introducing college students to new topics, research practices, and approaches to learning that the...
By Adele J. Wolfson and Justin Armstrong
Chemical mnemonic devices have been designed to aid students in understanding chemical concepts in previous years. This has been done for concepts suc...
By Angela L. Mahaffey
With an overwhelming amount of research and a demand for collaborative learning in the classroom, teachers are tackling challenges at all educationa...
By Virginia J. Moore, Elizabeth Mitchell Prewitt, Amber Jean Carpenter-McCullough, and Brooke A. Whitworth
With calls to reassess higher education teaching methods, active learning practices have quickly become a popular alternative to traditional lecture...
By William C. Beckerson, Jennifer O. Anderson, John D. Perpich , and Debbie Yoder-Himes
Studies on the effectiveness of clickers in undergraduate chemistry courses are mixed, and there is disagreement on how to effectively leverage clic...
By David J. Weiss, Patrick McGuire, Wendi Clouse, and Raphael Sandoval
An important foundational skill developed in an undergraduate science program is the ability to find, critically evaluate, and communicate scientifi...
By David Dansereau, L. E. Carmichael, and Brian Hotson