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Reid, Joshua W.; Weigel, Emily G. – Journal of College Science Teaching, 2022
Recent reform efforts in postsecondary science teaching have called for shifts in instructional methods to include more evidence-based instructional practices. However, a myriad of factors play a role in whether an instructor adopts these more student-centered methods. One such factor is teaching perspective. In this study, we explored the…
Descriptors: Biology, Science Instruction, Teaching Assistants, Graduate Students
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Yuen, Pong Kau; Lau, Cheng Man Diana – Journal of College Science Teaching, 2022
Redox reaction is a core concept in teaching and learning chemistry. This article explores a new method for balancing organic redox reactions that requires the balancing of both atoms and charges. The H+, O, H[subscript 2]O, and e- are used as balanced vehicles in two half reactions. A non-oxidation number approach can be applied to both molecular…
Descriptors: Chemistry, Science Instruction, Teaching Methods, Learning Processes
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Maries, Alexandru; Whitcomb, Kyle; Singh, Chandralekha – Journal of College Science Teaching, 2022
Efforts to promote equity and inclusion using evidence-based approaches are vital to correcting long-standing societal inequities that have disadvantaged women and discouraged them from pursuing studies, including in many STEM disciplines. We used 10 years of institutional data from a large public university to investigate the grade point average…
Descriptors: Gender Discrimination, Gender Bias, STEM Education, Majors (Students)
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Purington, Stephanie; Nieswandt, Martina – Journal of College Science Teaching, 2022
The Integrated Concentration in Science (iCons) 4-year program at the University of Massachusetts Amherst was designed to promote interdisciplinary STEM collaboration in the solution of real-world problems and encourage student independence and interdependence through a student-centered teaching approach that structures all projects as group…
Descriptors: Interdisciplinary Approach, Student Centered Learning, Teaching Methods, Science Programs
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Tribble, Emma; Skariah, Rohan; Tran, Emily; Gulacar, Ozcan – Journal of College Science Teaching, 2022
One of the major challenges of teaching science has been engaging students in discussions of concepts due to lack of perceived relevancy of topics to students' individual goals and societal issues. Science has been viewed as a set of abstract topics disconnected from the real world. To increase student motivation, self-efficacy, and interest in…
Descriptors: Barriers, Science Education, Social Problems, STEM Education
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Hester, Susan D.; Elliott, Jordan M.; Navis, Lindsey K.; Hidalgo, L. Tori; Kim, Young Ae; Blowers, Paul; Elfring, Lisa K.; Lattimore, Karie L.; Talanquer, Vicente – Journal of College Science Teaching, 2022
The unplanned shift to online instruction due to the COVID-19 pandemic challenged many instructors teaching large-enrollment courses to design learning environments that actively engaged all students. We looked at how one instructor used her instructional team--a group of student assistants with diverse, structured responsibilities--to adapt her…
Descriptors: Team Teaching, COVID-19, Pandemics, Web Based Instruction
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Arif, Suchinta; Massey, Melanie Duc Bo – Journal of College Science Teaching, 2022
Many graduate students spend a part of their time teaching at the university level. While there is an abundance of advice from older, more established faculty, the perspective and teaching styles of graduate students are lacking in the literature. After talking with several graduate student teachers across different universities, we identified…
Descriptors: Graduate Students, Teacher Student Relationship, Barriers, Creativity
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Thieu, Monica Kim Ngan; Foo, John C.; Marvin, Caroline B. – Journal of College Science Teaching, 2022
People's ability to evaluate scientific research is important to dealing with the COVID-19 pandemic. STEM educators can use the pandemic to frame instruction of scientific literacy and critical-thinking skills. In a small pilot introductory psychology course taught online in spring 2021, we created jigsaw-style modules organized around real-world…
Descriptors: COVID-19, Pandemics, STEM Education, Introductory Courses
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Kakarougkas, Andreas; Abdellatif, Reham – Journal of College Science Teaching, 2022
Teaching modalities such as Flipped Classroom Approach (FCA) are becoming increasingly popular in higher education. FCA requires that instructional content is completed outside the classroom, thus allowing active-learning activities to take place in class. In this article, we investigate the application of this approach to an undergraduate…
Descriptors: Flipped Classroom, Electronic Learning, Undergraduate Students, Molecular Biology
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Tarapore, Eric; Shaffer, Justin Franklin; Atwood, Scott – Journal of College Science Teaching, 2022
Online engagement, or the use of online supplementary instruction and assessment, in high-structure courses is gaining popularity as a useful tool to facilitate instruction, assignments, and examinations. High-structure courses, which include regular pre- and post-class assessments and significant active learning during class, have been shown to…
Descriptors: Electronic Learning, Undergraduate Students, Molecular Biology, Cytology
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Laidlaw, Clinton Thomas; Bybee, Seth M.; Shumway, Steven; Ogden, Thomas Heath; Peck, Steven; Jensen, Jamie L. – Journal of College Science Teaching, 2022
Instruction that increases acceptance of evolution is essential to effective biology instruction, but instruction about evolution is not consistently correlated with increased levels of acceptance. Does the pedagogical approach utilized make the difference? Using a curriculum that demonstrably increases evolution acceptance, we compare multiple…
Descriptors: Constructivism (Learning), Active Learning, Student Journals, Evolution
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Burrow, Lauren E.; Jeffery, Tonya D.; Wuertz, Brian S.; Gull, Shelby J. – Journal of College Science Teaching, 2022
This article presents a synopsis of an interdisciplinary literacy-science, cross-country, fully remote service-learning (S-L) project prompted by and executed during the first year of the COVID-19 pandemic. The article shares discussions, analyses, and evaluations from both community partners (staff of the North Carolina Museum of Natural Sciences…
Descriptors: Interdisciplinary Approach, Service Learning, Partnerships in Education, Distance Education
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Subramaniam, Karthigeyan; Long, Christopher S.; Harrell, Pamela Esprivalo; Khan, Nazia – Journal of College Science Teaching, 2022
This study investigated the stability and persistence of prospective elementary teachers' conceptual understanding of average speed. A questionnaire containing two questions about average speed was administered to the prospective teachers prior to their admission to an elementary science methods course (pretest) and at the end of the course…
Descriptors: Knowledge Level, Elementary School Teachers, Preservice Teachers, Pretests Posttests
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Campbell, Corbin M. – Journal of College Science Teaching, 2022
Based on the largest multi-institutional observational study of undergraduate courses in the United States, this article describes exemplar teaching practices in engineering courses as an interdisciplinary science field. The College Educational Quality (CEQ) research project studied 587 courses in nine different U.S. colleges and universities.…
Descriptors: Instructional Effectiveness, Teaching Methods, STEM Education, College Instruction
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West, Richard E.; Jensen, Jamie L.; Johnson, Michael; Nielson, Jennifer; Sansom, Rebecca; Wright, Geoffrey – Journal of College Science Teaching, 2022
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 sought a multifaceted approach for this challenge, with the goal of achieving lasting change among the faculty, resulting in the…
Descriptors: STEM Education, Student Centered Learning, Attitude Change, Teacher Attitudes
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