Volume 49, No. 6
Backward Redesign of a Nonmajors’ Biology Course at a Two-Year Technical College
Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC an...
By Margaret Long, Adrienne Cottrell-Yongye, and Tyler Huynh
Show Your Students How to Be More Persuasive When They Write
After a grueling grading campaign, a chemist asked a writing and rhetoric specialist for help improving formal reports in the introductory organic c...
By David J. Slade and Susan K. Hess
Barriers to Learning Assistant Engagement
Learning Assistants (LAs) help students develop a deeper understanding of content and are particularly effective during active learning instruction....
By Alicia Purtell, Robert Talbot, and Michael E. Moore
Qualitative Analysis of Ray Optics in a College Physics Laboratory: A 5E Lesson
This paper describes an alternative approach to teaching and learning practices in an undergraduate physics laboratory. The instructor plans and imp...
By Ozden Sengul
Student Perceptions of Open Educational Resources Video-Based Active Learning in University-Level Biology Classes:
We quantified student perceptions of an active learning exercise, based on open-educational video resources, in both a first-year seminar class (Nat...
By Gary D. Grossman and Troy N. Simon
Negative Student Response to Active Learning in STEM Classrooms:
Recent research has supported the use of student-centered teaching practices, such as active learning, because of its effectiveness in improving stu...
By Prateek Shekhar, Maura Borrego, Matt DeMonbrun, Cynthia Finelli, Caroline Crockett, and Kevin Nguyen
Measuring Computational Thinking Teaching Efficacy Beliefs of Preservice Elementary Teachers
With the release of the Next Generation Science Standards (NGSS), assessing K–12 science teachers’ self-efficacy in Computational Thinking (CT) ...
By Erdogan Kaya, Anna Newley, Ezgi Yesilyurt, and Hasan Deniz
Concept Maps for Structuring Instruction and as a Potential Assessment Tool in a Large Introductory Science Course
Concept maps make connections between ideas apparent, and thus would seem ideally suited to demonstrate learning. Yet, they are not widely used by i...
By Carl-Georg Bank and Heidi Daxberger
Comparing Academically Homogeneous and Heterogeneous Groups in an Active Learning Physics Class
Many methods have been developed for managing groups in active learning classes, but little research has been done on the effect of group structure ...
By Michael Briggs