Volume 50, Number 2
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Understanding and Addressing Ambiguity in the STEM Classroom
The science, technology, engineering, and mathematics (STEM) fields are some of the most jargon-heavy areas in higher education. As such, teaching and...
By Rachel Yoho
Applying the Strengths, Weaknesses, Opportunities, and Threats (SWOT) Framework During a Community College Chemistry Project-Based Learning Activity
Project-based learning (PBL) instructional methods attempt to make connections between students and their ability to solve real problems. We framed ou...
By Patricia G. Patrick, William Bryan, and Shirley M. Matteson
Modeling the Coronavirus Outbreak for Cross-Discipline Teaching
The Coronavirus outbreak allows for a number of possible applications to classroom teaching (biology, computer science, Earth science, physics, statis...
By Joseph J. Molitoris
Surveying the Safety Culture of Academic Laboratories
The university traditionally has been the foundation for young adults’ professional development, yet the proclivity toward safety culture has garner...
By Emily Faulconer, Zachary Dixon, John C. Griffith, and Hayden Frank
An Investigation Into the Impact of the Flipped Classroom With Active Learning on the Perception and Performance of Biology Nonmajor Students at the Undergraduate Level
We carried out a study of an instructional model that integrates flipped classroom with active learning, in-class activities into our biology course, ...
By Bina Rai, Julia Yajuan Zhu, Dawn C-I Koh, Khoo Xiaojuan, Lakshminarasimhan Krishnaswamy, Rajesh Chandramohanadas, Ong Eng Shi, and Pey Kin Leong
Fostering Nonscientist Thinking on Evolution Concepts Through the Teaching for Transformative Experiences in Science (TTES) Model
Understanding of evolution is foundational to be a scientifically literate citizen because it allows analysis of socioscientific issues, such as biodi...
By Rachel Sparks and Rebekka Darner
Changes in Elementary Teachers’ Conceptions About Matter
While research has investigated elementary teachers’ understanding of science content, such research is often limited to topics typically not addres...
By Jerrid W. Kruse, Jesse Wilcox, and Lucas Menke
Student-Driven Research in the First Year
We designed the Integrated Sciences First-Year Program (ISFP) to introduce students to the nature and process of science early in their academic caree...
By Christina Cianfrani, Sarah Hews, and Christene DeJong
Students in an upper-division Environmental Chemistry course used peer review and response to reviewer comments to improve their writing skills. The p...
By Dulani Samarasekara, Todd Mlsna, and Deb Mlsna
Comparison of Student Success Between High-Clicker and Low-Clicker Frequency in a Large-Enrollment Introductory Biology Course
Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact s...
By Lauren Shea, Chantale Bégin, Christopher Osovitz, and Luanna Prevost