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Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking…
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Backward Redesign of a Nonmajors’ Biology Course at a Two-Year Technical College
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Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating…
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Coordinating Modeling With Content Representations to Support Students’ Three-Dimensional Learning
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Why Are There Coral in the Cliffs?
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Uncovering Student Ideas About Earth’s Defining Feature: The Ocean
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Promoting Sensemaking Through an Impactful Instructional Sequence
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How Can We Use and Interact With Graphs Better? (Data Literacy 101)
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Sliding and Colliding Into Physics
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In this study, two sections of undergraduate Introductory Anatomy and Physiology taught in the traditional face-to-face format (n = 58) was compared to two hybrid classes (n = 38) using the flipped-classroom model…
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The Undergraduate Teacher-Scholar Program
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Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing…
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Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced…
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Using Narratives to Evoke Empathy and Support Girls’ Engagement in Engineering
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