Join“Enhancing” exam wrappers with research into learning is associated with a shift in study strategies in a first semester biology course.
Journal of College Science Teaching—September/October 2024
By Maya Sobel, Linden Higgins
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course. Early and final wrappers collected information about students’ choices and reflections on those choices, and mid-semester wrappers including links to research descriptions at the Learning Scientists website. Students reported initially using passive learning methods, such as rereading, for their primary study strategies, and the primary intended change was to increase time spent studying. At the end of the semester, the majority of students reported shifting to active strategies such as forced recall, with a proportional decline in rereading as a primary study strategy.
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course.
Students’ academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students’ choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was associated with changes in student study strategies using a pre/post design in a first semester biology course.
We have more in common than we think: A comparison of scientific skills and disciplinary practices in the guiding documents for Biology, Chemistry, and Mathematics
Journal of College Science Teaching—September/October 2024
By Daniel SIlverio, Eugenia Villa-Cuesta, Alison Hyslop, Kevin Kolack, Sabrina Sobel
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based guiding documents—biology (Vision and Change in Undergraduate Biology Education: A Call to Action), chemistry (American Chemical Society Guidelines and Evaluation Procedures for Bachelor’s Degree Programs), and mathematics (A Common Vision for Undergraduate Mathematical Sciences Programs in 2025)—for undergraduate teaching of biology, chemistry, and mathematics, and for the professional success of STEM college graduates. To promote interdisciplinary teaching and learning of STEM, we present a comprehensive comparison of the different disciplines’ competency statements for undergraduate education. This organization and comparison of commonalities in scientific skills and disciplinary practices can be used by faculty and departments to come together to break down traditional silos, help their students more easily apply learning from one STEM discipline to another, and to create institutional change.
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines.
Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines.
Student-centered approaches to breaking through scientific writing barriers
Journal of College Science Teaching—September/October 2024
By Laura Young, Blessing Okosun, Lydia Westberg, Diane Darland, Emily Gisi, Julia Hampton, He Huang, Lydia Kantonen, DEHUI KONG, Lynda LaFond, Jeremy Martin
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course. Course topics were drawn from self-identified student challenge areas and presented using in-class activities and discussion. Students selected their semester-long project on which to work, including research proposals, thesis chapters, and manuscripts. Students exchanged two rounds of peer review that provided overview comments and detailed editorial feedback. At each stage of their project, students built on their previous work in response to peer and instructor feedback. All students made progress on their individual projects and the majority improved their skills in at least one challenge area. This student-directed approach to scientific writing offers an opportunity to empower students to improve their writing skills with an emphasis on establishing consistent writing habits that will benefit students throughout their professional careers.
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course.
Scientific writing is a rewarding, challenging, and necessary part of research. Building skills in scientific writing is critical in graduate student training and provides the foundation for scientific communication at all professional levels. Despite the importance of writing in research, this skill remains a barrier to success for many students. We have developed a practical approach to minimize scientific writing barriers using student-driven, peer-exchange in combination with concrete project goals and dedicated writing group times for a graduate Scientific Writing course.
Out of School Engagements in Forensic Science on a College Campus
Journal of College Science Teaching—September/October 2024
By Sonali Raje, Keri-Anne Croce, Noelle Neff, Shannon Stitzel, Kelly Elkins
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners. This article examines how out of school engagements on university and college campuses can help bridge the gap between high school and university experiences. We examine data collected as students from diverse populations participate in one out of school engagement at a university that focused on forensic science. Our analysis focuses on the progressions of students’ argumentation abilities, content knowledge, and development of interest in forensic science. The results suggest that out of school engagements on college campuses have the potential to provide critical support to developing high school students in the area of forensic science.
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners.
Out of school informal learning environments provide an excellent experience for students to develop scientific curiosity and critical thinking skills. Currently, there is a range of methods available for supporting STEM learning. As schools focus on college and career readiness, while giving high school students opportunities to take college level classes at community colleges and/or advanced placement classes to learn the content necessary to take exams that will award them college credit, there are several other modalities that colleges could use to support high school STEM learners.
Can a simple metacognitive intervention influence students’ knowledge, behavior, and performance?
Journal of College Science Teaching—September/October 2024
By Kathleen Hefferon, Esther Angert, Anna Levina
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning. The following study was conducted over multiple years and in several university biology classrooms to determine whether a brief instructional activity on metacognition and Bloom’s taxonomy would cause students to reflect upon and perhaps revise their study strategies. The results of our study suggest that with a minimal effort, and using simple, universal metacognition interventions, instructors can elicit students to reflect upon their own thinking processes, revise their study strategies to foster deeper learning, and achieve higher learning outcomes. An additional, significant outcome of the metacognition interventions presented here could be the transformation of individual student engagement with course content into a more holistic, collaborative learning community, as a direct result of in-class discussion of learning strategies.
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning.
Metacognition is often described as the awareness and regulation of learning. It uses strategies which include monitoring one’s own thinking, engaging in active planning and self-evaluating one’s study habits. Bloom’s taxonomy can be used as a metacognitive tool to guide students’ study strategies and thus improve their academic performance by promoting higher order learning.
Building Research Communities for Life Science Transfer Students: Improving Retention and Student Outcomes
Journal of College Science Teaching—September/October 2024
By Ian Biazzo, Kenneth Fedorka, Kimberly Schneider, Ken Teter
Many initiatives attempt to smooth transitions between 2-year colleges and 4-year universities, but retention and graduation rates for transfer-students are still low, especially in STEM. The Transfer-student Research and Integration Program (TRIP) at the University of Central Florida was developed to meet the needs of a diverse transfer population. TRIP alleviates attrition of life sciences students by providing research experiences, professional development, community integration, and mentorship. We review the model design and share early successes including higher retention rates versus comparison groups. Students reported benefitting from the skills and experiences gained and indicated TRIP’s positive impact on their STEM success and career growth. Given the quantitative and qualitative results, our model could be a template for universities attempting to improve STEM transfer-student outcomes.
Many initiatives attempt to smooth transitions between 2-year colleges and 4-year universities, but retention and graduation rates for transfer-students are still low, especially in STEM. The Transfer-student Research and Integration Program (TRIP) at the University of Central Florida was developed to meet the needs of a diverse transfer population. TRIP alleviates attrition of life sciences students by providing research experiences, professional development, community integration, and mentorship.
Many initiatives attempt to smooth transitions between 2-year colleges and 4-year universities, but retention and graduation rates for transfer-students are still low, especially in STEM. The Transfer-student Research and Integration Program (TRIP) at the University of Central Florida was developed to meet the needs of a diverse transfer population. TRIP alleviates attrition of life sciences students by providing research experiences, professional development, community integration, and mentorship.
Hybrid Group-Based Concept Mapping
Journal of College Science Teaching—September/October 2024
By Nathan Ruhl
Helping students to understand complex processes is one of the core challenges in teaching biology courses. Concept mapping is a flexible pedagogical method that enables students to learn the complexities of a given subject while at the same time being versatile enough that instructors can easily pivot between instructional modalities and/or update learning goals. In concept mapping the instructor chooses key terms (topics, subjects, words, ideas) from the course and the students draw labeled connections between these terms. The labels on these connections describe the relationship between the two terms. Here I describe my approach to concept mapping in teaching ‘Climate Change Biology’ at Rowan University: hybrid group-based concept mapping. This approach is suitable for virtually any course, can be employed as a stand-alone assignment or as the basis for the entire course, and is appropriate for virtual (synchronous) or in-person instructional modalities.
Helping students to understand complex processes is one of the core challenges in teaching biology courses. Concept mapping is a flexible pedagogical method that enables students to learn the complexities of a given subject while at the same time being versatile enough that instructors can easily pivot between instructional modalities and/or update learning goals. In concept mapping the instructor chooses key terms (topics, subjects, words, ideas) from the course and the students draw labeled connections between these terms.
Helping students to understand complex processes is one of the core challenges in teaching biology courses. Concept mapping is a flexible pedagogical method that enables students to learn the complexities of a given subject while at the same time being versatile enough that instructors can easily pivot between instructional modalities and/or update learning goals. In concept mapping the instructor chooses key terms (topics, subjects, words, ideas) from the course and the students draw labeled connections between these terms.
Introducing Engineering Design to First-Year Students Through the Net Zero Energy Challenge
Journal of College Science Teaching—September/October 2024
By Elena Sereiviene, Xiaotong Ding, Rundong Jiang, Juan Zheng, Andriy Kashyrskyy, Dylan Bulseco, Charles Xie
First-year engineering students are often introduced to the engineering design process through project-based learning situated in a concrete design context. Design contexts like mechanical engineering are commonly used, but students and teachers may need more options. In this article, we show how sustainable building design can serve as an alternative for students of diverse backgrounds and with various interests. The proposed Net Zero Energy Challenge is an engineering design project in which students practice the full engineering design cycle to create a virtual house that generates renewable energy on-site, with the goal to achieve netzero energy consumption. Such a design challenge is made possible by Aladdin, an integrated tool that supports building design, simulation, and analysis within a single package. A pilot study of the Net Zero Energy Challenge at a university in Mid-Atlantic United States suggests that around half of the students were able to achieve the design goal.
First-year engineering students are often introduced to the engineering design process through project-based learning situated in a concrete design context. Design contexts like mechanical engineering are commonly used, but students and teachers may need more options. In this article, we show how sustainable building design can serve as an alternative for students of diverse backgrounds and with various interests.
First-year engineering students are often introduced to the engineering design process through project-based learning situated in a concrete design context. Design contexts like mechanical engineering are commonly used, but students and teachers may need more options. In this article, we show how sustainable building design can serve as an alternative for students of diverse backgrounds and with various interests.
Value Creation in a Pedagogically-focused Faculty Online Learning Community
Journal of College Science Teaching—September/October 2024
By Fred Goldberg, Edward Price, Mo Basir, Lawrence Escalada, Steven Maier, Steven Sahyun, Tamara Snyder, Liang Zeng
Faculty online learning communities (FOLCs) can help faculty effectively adopt and persist in using research-based curricula. This paper documents faculty perspectives on the value they gained from participating in a multi-year FOLC designed to help them implement an inquiry-based physical science curriculum. Based on the value creation conceptual framework developed by Wenger et al. (2011), personal value narratives were collected from 11 volunteer FOLC participants. In the narratives, participants responded to prompts regarding their initial reasons for participation, activities they engaged in, and values they gained, as well as how participation impacted their profession, social connections, professional practice, and ability to influence their world as teachers. Qualitative analysis shows that the values faculty gained through their participation in the FOLC could be associated with four major areas of impact: teaching, community, leadership and personal development. The first two aligned with the initial goals of the FOLC, while the latter two emerged organically through participation over its four-year duration. The methods used to assess value creation in the NGPET FOLC and the findings from this study can inform other professionals who aspire to create and sustain a long-standing faculty development community and understand its impacts.
Faculty online learning communities (FOLCs) can help faculty effectively adopt and persist in using research-based curricula. This paper documents faculty perspectives on the value they gained from participating in a multi-year FOLC designed to help them implement an inquiry-based physical science curriculum. Based on the value creation conceptual framework developed by Wenger et al. (2011), personal value narratives were collected from 11 volunteer FOLC participants.
Faculty online learning communities (FOLCs) can help faculty effectively adopt and persist in using research-based curricula. This paper documents faculty perspectives on the value they gained from participating in a multi-year FOLC designed to help them implement an inquiry-based physical science curriculum. Based on the value creation conceptual framework developed by Wenger et al. (2011), personal value narratives were collected from 11 volunteer FOLC participants.
Investigating Effects of Emergency Remote Teaching on Biology Teaching Assistants and their Approaches to Teaching
Journal of College Science Teaching—September/October 2024
By Amy Kulesza, Susan D'Agostino, Lucía Chacón-Díaz
Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning. Using interviews and the Approaches to Teaching Inventory (ATI), a case study was conducted to explore the impact on TAs approaches to teaching during the transition to an online emergency remote environment, and to identify areas where TAs need further support through Teaching Professional Development (TPD). The findings revealed themes regarding challenges in the ERT context, such as decreased active learning opportunities, decreased office hours attendance, decreased student engagement, and more time spent on teaching tasks. Our work provides educational researchers and practitioners with key aspects that can improve TPD for online teaching and learning.
Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning.
Due to the COVID-19 pandemic, Biology Teaching Assistants (TAs) were tasked with transitioning and adapting their instruction to an online environment by quickly implementing Emergency Remote Teaching (ERT) practices. Effective online and in-person teaching requires student-centered approaches to support undergraduate student learning.