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College instructors faced a rapid transition to remote instruction in spring 2020, and with it a host of new teaching challenges. This qualitative study investigates what 26 college biology instructors learned about…
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Attendee Resources NSTA Virtual Conferences Looking for software, lab equipment, specimens, lesson plans, or new ways to teach science and STEM concepts—visit the NSTA Marketplace. Our Marketplace Partners have loaded their Resource pages with videos, materials and product descriptions. Looking for something specific?…
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Intentionally Addressing Equity in the Classroom
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Equity, as we define it, means striving to serve the needs of others and enhancing belonging by focusing on “whole humans” in emotional, sociocultural, and personal contexts. Integrating equitable practices in STEM…
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A Process of Pedagogical Change in College Science Education
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This article aims to explore the experiences of science instructors who are active participants in the design and enactment of an interdisciplinary science course with student-centered pedagogy in a large-enrollment…
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Adding Necessary Rigor to Engineering Pedagogical Change
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In this study, we explore the teaching of an acclaimed engineering education professor and his struggles to transform his classroom in light of the National Academy of Engineering standards. We argue that pedagogical…
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National Conference on Science Education Anaheim 2026 Professional Learning Institute 3
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National Conference on Science Education Anaheim 2026 Professional Learning Institute 3 Full-Day WorkshopDesign. Build. Collide!Introducing Class CrunchLabs, Mark Rober’s 3-D (and totally free) middle school science curriculum.Preconference • Wednesday, April 15 • 8:15 AM - 3:15 PMAll participants will…
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Writing for the NSTA Blog li{ padding-bottom:8px !important; } If you’re passionate about science education and eager to share your insights, experiences, and ideas with a wide community of educators, we’d love to hear from you. Writing for the NSTA Blog is a great opportunity to connect with fellow science educators…
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Active learning classrooms (ALCs) are designed to support collaborative learning in large class sections that are often taught with a lecture format. Studies on ALCs indicate that they have positive influences on…
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Faculty Learning at the Individual and Group Level
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Unaware of the diverse challenges faced by students, faculty can unintentionally create environments that discourage student persistence especially for students who are historically underrepresented in STEM. However,…
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An Adapted Journal Club Approach
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Students must be able to evaluate primary literature, yet few options exist within the undergraduate curriculum to develop the necessary skills. In this article, we offer an adapted journal club that provides students…
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Recent Developments in Classroom Observation Protocols for Undergraduate STEM
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Over the past decade, researchers have developed several teaching observation protocols for use in higher education, such as the Teaching Dimensions Observation Protocol (TDOP), Classroom Observation Protocol for…
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What to Expect With Group Work
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Instructors who wish to take advantage of the benefits of collaborative group work often hesitate over concerns about conflict or problems that arise between students. There are no estimates of the level of conflict…
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A Model for a Data Analysis– and Literature-Intensive Undergraduate Course
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This article describes the use of literature to broaden students’ skills in content comprehension, data analysis, modeling, and productive scientific discussion. The design builds on existing models to maximize student…
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