“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion

“I have been hoping for a volume like this for a long time. Making Sense of Science and Religion marshals the best scholarship on science and religion toward the deeply practical aim of helping science teachers understand what is at stake for both religion and science in the science classroom. This volume should be read by anyone who cares about making science more accessible."
—Elaine Howard Ecklund, author of Secularity and Science: What Scientists Around the World Really Think About Religion

Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.

Gateways-ND is a 5-year, National Science Foundation–funded effort directed toward three goals: maximizing the instructional effectiveness of postsecondary STEM (science, technology, engineering, and mathematics) faculty by building expertise in learner-focused practice, positively impacting student success in STEMbased “gateway” courses, and developing student persistence in STEM learning.

This article describes a a multiperspective video approach.

This article describes a a multiperspective video approach.

This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university.

This article describes a quasi-experimental study conducted in two Organic Chemistry I classrooms at a diverse, urban, public university.

This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting.

This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting.

In this article, the authors explore the opportunity structure in a physics course to identify differences in perception of classroom community among students.

In this article, the authors explore the opportunity structure in a physics course to identify differences in perception of classroom community among students.

This month's Two-Year Community column describes how Geo-Launchpad, a program funded by the NSF, exposes students to internships and research opportunities that promote postsecondary education or workforce employment in the geosciences.

This month's Two-Year Community column describes how Geo-Launchpad, a program funded by the NSF, exposes students to internships and research opportunities that promote postsecondary education or workforce employment in the geosciences.

This column shares reflections or thoughtful opinions on issues of broad interest to the community.

This column shares reflections or thoughtful opinions on issues of broad interest to the community.

The authors describe how they introduced a field trip–based course as a requirement for all first-year science majors.

The authors describe how they introduced a field trip–based course as a requirement for all first-year science majors.

This article describes how science educators at a large southeastern university developed specialized science training for elementary preservice teachers (EPSTs) by creating a combination of discipline-specific science content courses (physical, life, and Earth science) and methods courses (formal and informal) known as an elementary science concentration (ESC).

This article describes how science educators at a large southeastern university developed specialized science training for elementary preservice teachers (EPSTs) by creating a combination of discipline-specific science content courses (physical, life, and Earth science) and methods courses (formal and informal) known as an elementary science concentration (ESC).