Operationalizing the Duty of Care Through Rubrics
Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of c...
By Emily Faulconer
The Impact of Online STEM Teaching and Learning During COVID-19 on Underrepresented Students’ Self-Efficacy and Motivation
Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading...
By Sami Kahn, Janet Vertesi, Sigrid Adriaenssens, Julia Byeon, Mona Fixdal, Kelly Godfrey, Jérémie Lumbroso, and Kasey Wagoner
A formal pedagogical push emerged and later blossomed in designing integrated curriculum between STEM and non-STEM areas in secondary and higher educa...
By Marcus Aldredge, Sunghee Lee, and Josh Klein
A Human-Centered Design Tool Kit for STEM-Based Capstone Courses
In fall 2019, a food science instructor partnered with the design center at a large Midwestern university to create a student activity tool kit for in...
By Lucas O’Bryan, Dawn Bohn, and Saadeddine Shehab
The STEM Faculty Experience at West Point
At conferences or meetings, West Point faculty are often asked, “What’s it like to teach at West Point?” Previously, we reported on this questio...
By Carolann Koleci, Eileen M. Kowalski, and Kenneth J. McDonald
From Science in the Art Gallery to Art in the Science Classroom
In this study, 26 teachers for kindergarten through Grade 8 in six schools participated in a comprehensive and interdisciplinary professional developm...
By Lauren Madden, Carolina Blatt, Louise Ammentorp, Eileen Heddy, Dana Kneis, and Nicole Stanton
Computer-delivered exams are attractive due to ease of delivery, lack of waste, and immediate results. But before moving to computer-based assessments...
By Deena Wassenberg, J.D. Walker, Kalli-Ann Binkowski, and Evan Peterson
An Argumentative Writing Prompt Model to Support Nonscience Major Students’ Learning in an Introductory Chemistry Course
An argumentative writing prompt model is presented for use in a general chemistry class designed for nonscience major students. The purpose of this in...
By Claudia Aguirre-Mendez and Ying-Chih Chen
Impacts of Faculty Development on Interdisciplinary Undergraduate Teaching and Learning in the Food-Energy-Water Nexus
To support undergraduate instruction and learning outcomes (i.e., systems thinking and decision-making in interdisciplinary contexts) grounded in the ...
By Amie S. Sommers, Holly White, Jenny M. Dauer, and Cory Forbes
Using Structured Decision-Making in the Classroom to Promote Information Literacy in the Context of Decision-Making
An important facet of college students’ science literacy and job market preparation is developing skills for finding and applying information to dec...
By Jenny M. Dauer, Amanda E. Sorensen, and P. Citlally Jimenez
Impact of a Co-Taught Physics Course on Preservice Science Teachers’ Views of Teaching and Learning of Physics
This article focuses on the impact of a physics class on secondary science teacher candidates’ views of teaching and learning physics. The course wa...
By Kadir Demir, Brett Criswell, and William Stoll