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Building a Science Classroom Community
The Science Teacher—March/April 2023 (Volume 90, Issue 4)
By Ann Haley Mackenzie
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Unpacking the Universe
Accessible and active learning activities for analyzing authentic data
The Science Teacher—March/April 2023 (Volume 90, Issue 4)
By Ardis Herrold, Edward Prather, and Justine Schaen
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The Air We Breathe
Integrating citizen science with social justice to drive climate literacy
The Science Teacher—March/April 2023 (Volume 90, Issue 4)
By Karolyn Burns and Diego Molina-Castrillón
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The Fram Polar Expedition and Determining Latitude From Stars
An Earth science student-learning exercise
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Chemical Cargo Carrier
An engineering design challenge using Newton’s laws
The Science Teacher—March/April 2023 (Volume 90, Issue 4)
By Marta Stoeckel, Angela Peterson, Lisa Ortmann, and Gillian Roehrig
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Experiential Mindfulness
Connecting Mindful Breathing to Human Physiology
Research & Teaching
Teaching in Tandem
Using Graphs in an Active-Learning Classroom to Shape Students’ Understanding of Biology Concepts
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Emily G. Weigel and Aakanksha Angra
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms. Specifically, we sought to understand how frequent use of published graphing materials (Angra & Gardner 2016, 2018) and freely available primary literature and data repositories, complemented by active-learning instructional approaches, in an upper-level animal behavior lecture course affect student graph knowledge and interpretation skills. The effectiveness of graphing materials and students’ graphing abilities were evaluated by three exams over the course of the semester. Findings revealed overall improvement with graph choice and interpretation abilities, particularly in interpreting the purpose of the graph, the nature of the data, and the relationships between independent and dependent variables and take-home messages. These findings support and extend the utility of the graphing materials to undergraduate lecture courses and illustrate the progression of student learning with graph choice and interpretation.
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms.
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms.
Research & 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.