JoinResearch & Teaching
An Interdisciplinary STEM Course-Based Undergraduate Research Experience Establishes a Community of Practice and Promotes Psychosocial Gains
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Elizabeth A. Majka, Kyle F. Bennett, Thomas P. Sawyer, Jon L. Johnson, and Merrilee F. Guenther
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors. We describe the details of Science Bootcamp, then present assessment data verifying that the course includes key CURE design features (opportunities for collaboration, discovery/relevance, iteration) and successfully establishes a community of practice. Students who participated in Science Bootcamp reported psychosocial gains (e.g., increased belonging and science self-efficacy) from pre-CURE to post-CURE, a pattern distinct from a comparison group. Psychosocial gains, in turn, were positively associated with students’ intention to remain in STEM. We also found that each CURE course design feature was related to at least one psychosocial outcome. Our authentic, interdisciplinary CURE model is flexible, scalable, and economical, making it feasible for institutions to integrate this approach into their own undergraduate-based research initiatives.
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors.
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors.
Research & Teaching
3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Ethan S. Quinn, Brian Sylcott, Nathaneal T. Green, Joi P. Walker, and Robert M. Hughes
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses. This article details a collaboration between engineering and chemistry faculty to develop a pipeline of interdisciplinary, research-based projects for second-year engineering students. Chemistry laboratories are a good fit for this approach because they require a wide array of machinery and hardware for experimentation. This work also takes advantage of recent trends toward do-it-yourself labware that has been used with increasing frequency in colleges and universities through expanded access to 3D printing labs. Specifically, we present 3D printing projects as a potential conduit between chemistry and engineering that can enable engineering students to use their design skills to contribute immediately to laboratory projects. Our findings show that this approach allows engineering faculty to meet course objectives while involving students in interdisciplinary research that offers tangible benefits to chemistry laboratories.
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses.
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses.
Research & Teaching
Science Assessments as a Learning Opportunity
Feedforward With Multiple Attempts
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Emily Faulconer and John Griffith
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt. Students perceived the feedback as useful in preparing for their second attempt. Future research should include investigations of why some students do not make a second quiz attempt and in what ways feedback is used (or not). This study demonstrates the effectiveness of this feedforward with multiple attempts strategy in multiple introductory science courses taught fully online.
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt.
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt.
Research & Teaching
Adaptation of Project-Based Learning Concepts to the Organic Chemistry I Laboratory Curriculum in a Small College Environment
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Ilirian Dhimitruka and Geetha Surendran
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum. Students were asked to identify ethanol-water combinations that yield basil plant extracts rich in hydroxycinnamic acids, with optimal ultraviolet screening capabilities. The project addressed an issue of health and environmental concern that students found appealing. Instructors provided handouts, literature search guidelines, and training. Individual students solved part of the PBL project; to achieve meaningful conclusions, students were compelled to collaborate. The learning goals were to gain experience in performing an efficient literature search, performing mathematical calculations, plotting informative and aesthetic graphs, identifying relations between theoretical concepts and experimental data, and presenting conclusions to a scientific audience. Feedback was obtained using a Student Assessment of their Learning Gains instrument. Students presented their research in local conferences. The PBL sequence concept, supplementing the traditional curriculum rather than replacing it, proved to be a successful active and inclusive teaching practice.
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum.
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum.
Research & Teaching
Exploring the Role of Student Seating Preference and Performance in a Large Introductory STEM Course
Where to Sit?
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Chloe Wasendorf, Audrey McCombs, and Nancy Boury
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room. Although students sitting in the back had worse performance in all five categories measured (attendance, unit exams, in-class work, final exam, and final course grade), these differences were eliminated by the mediating effect of attendance in all cases but those involving in-class work and unit exams. Students chose to sit where they did for diverse reasons. The results of this study demonstrate the relative importance of attendance and seat position on student performance in a large general biology course.
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room.
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room.
Remote Learning
Impacts of a Prerequisite Online Laboratory Course
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Elizabeth V. Jones, Michael Evans, and Carrie Shepler
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum. Two student groups in a fully in-person General Chemistry 2 laboratory course were studied in spring 2021—those who completed the prerequisite lab course online (N = 258) and those who fulfilled the prerequisite via an exam or dual-enrollment programs (N = 85). Using paired pre- and postsurveys, we examined student perceptions of their affective and cognitive learning and found the mode of prerequisite course did not affect student perceptions of cognitive learning but did influence affective expectations and perceived experiences. Herein, we discuss the divergences between the two student groups, the role the prerequisite online lab course played in student downstream learning, and recommendations for science lab instructors as institutions shift back to in-person environments.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
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Teaching Green Chemistry Through Student-Generated Open Educational Resources
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Krystal Grieger and Alexey Leontyev
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction. To further promote engagement, multiple opportunities for peer feedback were provided using web-based software that supports anonymous feedback. The effect of the project on cognitive learning gains and student perceptions was assessed and is reported. Overall, positive learning gains on green chemistry knowledge and skills were observed, and most students viewed the project favorably.
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction.
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction.
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Issues of Question Equivalence in Online Exam Pools
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Cody Goolsby-Cole, Sarah M. Bass, Liz Stanwyck, Sarah Leupen, Tara S. Carpenter, and Linda C. Hodges
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics. We found that the difficulty of creating analogous questions in a pool varied by question type, with quantitative problems being the easiest to vary without altering average student performance. However, when instructors created pools by rearranging aspects of a question, posing opposite counterparts of concepts, or formulating questions to assess the same learning objective, we sometimes discovered student learning differences between seemingly closely related ideas, illustrating the challenge of our own expert blind spot. We provide suggestions for how instructors can improve the equity of question pools, such as being cautious in how many variables one changes in a specific pool and “test driving” proposed questions in lower-stakes assessments.
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics.
During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of science, technology, engineering, and mathematics (STEM) students across the globe to this practice. Yet instructors may be unfamiliar with the ways that seemingly small changes between questions in a pool can expose differences in student understanding. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper-level physiology, general chemistry, and introductory physics.
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Making Lab Group Work Equitable and Inclusive
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Danny Doucette and Chandralekha Singh
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs. We also investigate the impact of providing detailed grading rubrics on the engagement of different types of mixed-gender groups and the influence of group roles on productive interactions between students in the class. Based on our findings, we suggest that providing clear and explicit grading criteria with frequent and timely grades, as well as integrating group roles into learning activities, may provide effective and complementary ways to make the introductory lab a more equitable and inclusive learning environment.
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs.
The collaborative nature of introductory college science labs means that labs can play a major role in boosting students’ interest in experimental science when they work together in small groups. However, collaboration in lab courses is not always positive for all students. We report on a study that documented how women in mixed-gender groups in a remote physics lab course described being ignored, talked over, or not being taken seriously in online physics labs.
Case Study
Use of Interrupted Case Studies to Promote Argumentation in Chemistry
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Salete Linhares Queiroz, Mikeas Silva de Lima, and Douglas Gomes Lima dos Santos
There has been an increase in the number of studies about educational scenarios aimed at promoting argumentation. Special attention is given to scenarios involving case studies. In this article, we report on the application of an interrupted case study to develop argumentation skills supported by information and communication technologies. The case study solved by students in an undergraduate chemistry course addressed water resources contaminated by heavy metals and their effects on human health. The activities carried out led to the students preparing an oral presentation and arguing the resolution of the case, which was analyzed from an epistemic point of view. The case provided rich debates among students and stimulated participation in the activities. Students developed a strong argument in which theoretical claims were supported by experimental data in the form of visual representations.