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Using Student-Generated Questions to Investigate Chemical Reactions
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Guest Editorial: A Critical Review of the National Academies’ 2021 Call to Action
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STEM Teaching Reform: Incremental Pathways
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For almost 1,000 years, lecture has been the predominant form of teaching. There has been increasing pressure to abandon lecturing and instead use more active learning strategies. An unfortunate outcome is that didactic…
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The REACH Program Brings Science Practices to Students: A Teacher’s Perspective
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A formal pedagogical push emerged and later blossomed in designing integrated curriculum between STEM and non-STEM areas in secondary and higher education. A growing cadre of research identifies positive learning…
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Computational Thinking and Why It Matters
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Developing and Implementing a Campus-Wide Professional Development Program: Successes and Challenges
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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)…
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Tapping Into the Power of the Crowd to Ensure Safe Drinking Water for All
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Constructive Error Climate: A Classroom Assessment Technique in Science Classes
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Although making errors in the learning process is common, it is usually perceived by students as something negative and a potential threat to self-esteem. Such perception often prevents students from considering errors…
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STEM Education as a Vital Preventive Response to a Pandemic
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Chemical Engineer Andrew Zydney
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Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates
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The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017…
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