JoinCan 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.
Reworking the Recipe: Adding Inquiry and Reflection to College Science Labs
Journal of College Science Teaching—September/October 2024
By Cari Din, Martin MacInnis
Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab reform project in this article. The metaphor of cooking and following recipes aims to help readers visualize the fundamental changes we are making to college exercise physiology labs. Connections between our changes, existing inquiry-based learning literature, four distinct levels of inquiry in science learning, student agency, and student reflection are made. Changes to teaching practices and supporting the instructional team in trying new strategies which support reformed lab learning activities is also described in this article. We invite readers to reflect on the changes we are making, and perhaps imagine ways they could translate our early reforms to their own college science lab teaching and learning context.
Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab reform project in this article. The metaphor of cooking and following recipes aims to help readers visualize the fundamental changes we are making to college exercise physiology labs.
Cookbook-style laboratories (labs), where students follow recipes and confirm known results are common, yet years of science teaching and learning research indicate they do not help college students develop the habits of mind and skills of a scientist. We describe the rationale, challenges, and initial changes made in our teaching and learning lab reform project in this article. The metaphor of cooking and following recipes aims to help readers visualize the fundamental changes we are making to college exercise physiology labs.
A Community of Practice for CURE Development: The MIRIC (Mentoring the Integration of Research into the Classroom) Network
Journal of College Science Teaching—September/October 2024
By Elizabeth Sandquist, Brett Schofield, Kristian Taylor, Alex Engel, Jinjie Liu, Aaron Putzke, Laxmi Sagwan-Barkdoll, Susan Walsh, Taylor Buchanan, Lance Barton, Karen Resendes, Michael Wolyniak
As the advantages of course-based undergraduate research experiences (CUREs) become widely accepted as a mainstream high-impact practice for undergraduate STEM education, it is paramount for instructors to be trained in effective practices for CURE development and implementation.The Mentoring the Integration of Research Into the Classroom (MIRIC) Network is a community of practice dedicated to providing current and future instructors with long-term support in implementing CUREs tailored to specific academic environments. Through the use of virtual synchronous all-network discussions as well as participant-selected affinity groups, MIRIC provides instructors with a dynamic and diverse community of educators in which to engage in long-term conversation in best practices in CURE development and implementation. Survey data on MIRIC participants reveals both success in providing instructors with the tools they need to succeed in CURE development and inspiration for evolving network focus and direction in the future.
As the advantages of course-based undergraduate research experiences (CUREs) become widely accepted as a mainstream high-impact practice for undergraduate STEM education, it is paramount for instructors to be trained in effective practices for CURE development and implementation.The Mentoring the Integration of Research Into the Classroom (MIRIC) Network is a community of practice dedicated to providing current and future instructors with long-term support in implementing CUREs tailored to specific academic environments.
As the advantages of course-based undergraduate research experiences (CUREs) become widely accepted as a mainstream high-impact practice for undergraduate STEM education, it is paramount for instructors to be trained in effective practices for CURE development and implementation.The Mentoring the Integration of Research Into the Classroom (MIRIC) Network is a community of practice dedicated to providing current and future instructors with long-term support in implementing CUREs tailored to specific academic environments.
Who Speaks for Earth? Impacts of an Anti-Racist and Gender-Inclusive Training in an Astronomy Class
Journal of College Science Teaching—September/October 2024
By Kathryn Williamson, Ellen Belchior Rodrigues, Myya Helm, Christopher Cunningham, Daniel Gallegos, Unique Beaver, Iahnna Henry
As science educators, we have an important opportunity to influence perceptions of who does science, and we can work to empower students to make our disciplines more accessible to people of all backgrounds. This goal was explicitly built into an introductory college astronomy course through the theme of “Who Speaks for Earth?” Interventions included daily inclusive practices, features of diverse scientists, as well as a mid-semester hour-long Anti-Racist and Gender-Inclusive Training. Pre and post assessment shows positive impacts on students’ interest in learning more about diversity, and racism in particular, as well as comfort in intervening in situations of discrimination. Additional qualitative artifacts provide themes of students’ thinking about diversity and inclusivity in astronomy, as well as their emotional reactions to receiving a targeted training. While some students reacted negatively and criticized these interventions, the vast majority of students expressed gratitude and commitment to making science more inclusive as they move forward as Earthlings. This work can empower other science educators to engage their students in such conversations. Most importantly, it provides the tools to advance an inclusive and intersectional framework in their teaching pedagogy.
As science educators, we have an important opportunity to influence perceptions of who does science, and we can work to empower students to make our disciplines more accessible to people of all backgrounds. This goal was explicitly built into an introductory college astronomy course through the theme of “Who Speaks for Earth?” Interventions included daily inclusive practices, features of diverse scientists, as well as a mid-semester hour-long Anti-Racist and Gender-Inclusive Training.
As science educators, we have an important opportunity to influence perceptions of who does science, and we can work to empower students to make our disciplines more accessible to people of all backgrounds. This goal was explicitly built into an introductory college astronomy course through the theme of “Who Speaks for Earth?” Interventions included daily inclusive practices, features of diverse scientists, as well as a mid-semester hour-long Anti-Racist and Gender-Inclusive Training.
Social-Emotional Learning in the Science Classroom
Science Scope—September/October 2024
By Patty McGinnis
From the Editor's Desk
From the Editor's Desk
From the Editor's Desk