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Showing 1 to 15 of 125 results Save | Export
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Furgal, Joseph – Journal of College Science Teaching, 2018
This article describes the course design and teaching methodology for a polymer chemistry and applications lecture class specifically aimed at small college and university instruction.
Descriptors: Plastics, Small Colleges, Science Instruction, College Science
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Borda, Emily J.; Boudreaux, Andrew; Fackler-Adams, Ben; Frazey, Paul; Julin, Sara; Pennington, Gregory; Ogle, Jared – Journal of College Science Teaching, 2017
Passive, lecture-based forms of instruction are often ineffective in helping students develop deep conceptual understanding of scientific concepts. Student-centered forms of instruction based in a constructivist framework, where students are guided toward actively constructing their understanding, have been met with greater success. However,…
Descriptors: Student Centered Curriculum, Chemistry, Science Instruction, Scores
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Phillips, Jeffrey A.; Clemmer, Katharine W.; McCallum, Jeremy E. B.; Zachariah, Thomas M. – Journal of College Science Teaching, 2017
Well-developed, problem-solving skills are essential for any student enrolled in a science, technology, engineering, and mathematics (STEM) course as well as for graduates in the workforce. One of the most essential skills is the ability to monitor one's own progress and understanding while solving a problem. Successful monitoring during the…
Descriptors: Problem Solving, Models, STEM Education, Skill Development
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Fautch, Jessica M.; Foresman, James B. – Journal of College Science Teaching, 2017
Introductory science courses serve a population of students in the major (i.e., chemistry) as well as those students outside the discipline (i.e., premed, biology, engineering). In an effort to help this diverse population of students connect personally with the content of the course, we sought ways to include student-centered activities, provide…
Descriptors: College Science, Chemistry, Introductory Courses, Student Centered Learning
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Goacher, Robyn E.; Kline, Cynthia M.; Targus, Alexis; Vermette, Paul J. – Journal of College Science Teaching, 2017
We describe how a practical instructional development process helped a first-year assistant professor rapidly develop, implement, and assess the impact on her Analytical Chemistry course caused by three changes: (a) moving the lab into the same semester as the lecture, (b) developing a more collaborative classroom environment, and (c) increasing…
Descriptors: Science Instruction, College Science, Chemistry, Science Laboratories
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Johnson, Amy Flanagan; Graves, Chiron W. – Journal of College Science Teaching, 2017
This article details the aim, development, and implementation of the Chemistry-Genetics Course Collaborative (CGCC), a cotaught offering of a human genetics course with an honors introductory chemistry course. The CGCC was formed to fully integrate the two courses, along with the associated chemistry lab, to create an interdisciplinary scientific…
Descriptors: Chemistry, Genetics, Interdisciplinary Approach, Science Instruction
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Hensiek, Sarah; DeKorver, Brittland K.; Harwood, Cynthia J.; Fish, Jason; O'Shea, Kevin; Towns, Marcy – Journal of College Science Teaching, 2017
Digital badging is an innovative method of valid, evidence-based assessment that may be used to assess hands-on skills in undergraduate science laboratories, in research laboratories, and in fieldwork. A digital badge contains information about who was awarded the badge, the criteria used, the evidence submitted, the issuer, the date issued, and…
Descriptors: Recognition (Achievement), Evaluation Methods, Academic Achievement, Evidence Based Practice
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Del Carlo, Dawn; Flokstra, Brittany – Journal of College Science Teaching, 2017
Recent calls for reform in K-16 science, technology, engineering, and mathematics (STEM) education not only emphasize mastery of content, but also call for students to engage in the scientific practice of making evidence-based claims, or scientific argumentation (National Research Council, 2012; NGSS Lead States, 2013). However, students often…
Descriptors: Pilot Projects, Persuasive Discourse, Data Analysis, Scientific Concepts
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Fredricks, Susan M.; Tierney, John; Bodek, Matthew; Fredericks, Margaret – Journal of College Science Teaching, 2016
The objective of this article is to explain and provide rubrics for science and communication faculty as a means to help nonscience students, in basic science classes, understand that proper communication and presentation skills are a necessity in all courses and future walks of life.
Descriptors: Introductory Courses, Chemistry, Audio Equipment, Science Process Skills
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Carr, Jeremy M.; Carr, June M. – Journal of College Science Teaching, 2016
Chemical laboratory safety education is often synonymous with boring, dry, drawn-out lectures. In an effort to challenge this norm and stimulate vivid learning opportunities about laboratory safety, college chemistry classes analyzed a short, humorous video clip of a character, named Mr. Bean, who visits a chemistry laboratory and commits several…
Descriptors: Laboratory Safety, Chemistry, Safety Education, Vignettes
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Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R. – Journal of College Science Teaching, 2015
Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use…
Descriptors: Reading Tests, STEM Education, Active Learning, Teaching Methods
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Murray, Joelle L.; Atkinson, Elizabeth J. O.; Gilbert, Brian D.; Kruchten, Anne E. – Journal of College Science Teaching, 2014
Successfully creating and implementing interdisciplinary curricula in introductory science, technology, engineering, and mathematics (STEM) courses is challenging, but doing so is increasingly more important as current problems in science become more interdisciplinary. Opening up the silos between science disciplines and overcoming common…
Descriptors: Science Instruction, STEM Education, Undergraduate Students, College Science
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Eves, Daniel J.; Redd, J. Ty – Journal of College Science Teaching, 2014
Sequential science courses that cover multiple semesters, with each course serving as a prerequisite for subsequent courses, create a unique challenge for student engagement and success, as students are expected not only to engage with the new material, but also to quickly connect it with previously learned material. Games, simulations, and other…
Descriptors: Science Instruction, Teaching Methods, Chemistry, Educational Games
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Wright, Steven M. – Journal of College Science Teaching, 2013
In this article, the author reflects on chemistry teaching in the next century. He questions--Was anything he taught in his fundamental chemistry course of value? And, how will our current understanding of the molecular world change during his students' lifetimes? It reminded him of a pseudo-quote he remembered from his own university…
Descriptors: Science Instruction, Chemistry, Science Teachers, Personal Narratives
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Popejoy, Kate; Asala, Kathryn S. – Journal of College Science Teaching, 2013
High failure rates in introductory large lecture chemistry courses for STEM majors have been of concern for years. Through our weekly Team Approach to Successful Learning (TASL) workshops, students learn and apply problem-solving strategies, coached by specially trained peer learning coaches (LCs). These coaches concurrently enroll in Chemistry…
Descriptors: Teamwork, STEM Education, Chemistry, Science Instruction
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