Volume 49, Number 4, March/April 2020
By Emily Faulconer
Nonideal enrollment of nonbiology majors into biology majors courses serves as an impediment to academic success and negatively impacts rates of col...
By Farshad Tamari, Mary Dawson, and Ivan Shun Ho
This article describes how clickers (student response systems) may be used to assess and support the development of productive process skills and di...
By Christopher Bauer
In this article, the authors describe how classroom observations were used to characterize differences in instructional practices among undergraduat...
By Katherine McCance, Timothy Weston, and Emily Niemeyer
While the majority of STEM persistence has focused on outcomes for first-year students, there has been little investigation into the outcomes for pe...
By Dean T. Spaulding, Jelane A. Kennedy, Amanda Rozsavolgyi, and Wilfredo Colón
Although making errors in the learning process is common, it is usually perceived by students as something negative and a potential threat to self-e...
By Yunteng He
An interdisciplinary group of faculty members from Tufts University developed an undergraduate civic science course designed to help students better...
By Jonathan Garlick, Inger Bergom, and Annie Soisson
A physics laboratory instructor used action research to effectively implement a 5E instructional approach, which incorporated scientific practices. ...
By Ozden Sengul and Renee Schwartz
Many institutions are preparing graduate students and postdoctorals (future faculty) for effective teaching in undergraduate science, technology, en...
By Jacinta Mutambuki, Regina Frey, and Denise Leonard
Undergraduate students are increasingly aware of complex global challenges and have a strong desire to take action and create change. Course-based u...
By Christina Cianfrani and Sarah Hews