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Perceptions of Teaching and Learning of STEM Revealed in University Academics’ Drawings
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As part of a larger study investigating the perceptions of university academics about science, technology, engineering, and mathematics (STEM); STEM learning environments; and necessary capabilities for STEM educators…
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The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-…
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Data Detectives Clubs: A Collaborative Approach to Data Science Through Epidemiology
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Teaching Assistant Responses to COVID-19
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Undergraduate and graduate teaching assistants (TAs) are tasked with instructing undergraduate courses with little to no professional development (PD). To better develop PD opportunities, it is important to understand…
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Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these…
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As change agents at our university, we sought to facilitate a transition within our STEM college toward more extensive use of evidence-based instructional practices (EBIPs) that promote student-centered learning. We…
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Fact-Checking in an Era of Fake News
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Data-Driven Science Vlogging for Connected Learning Anywhere
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Teacher Spotlight: Veronica Wylie
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Adapting a Popular Technique in College Lecture Halls to K–12 Classrooms
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