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Schilling, Ellie; Sandman, Joy; Sait, Rida; Stich, April; Baryeh, Kwaku; Blankson, Gifty – Journal of College Science Teaching, 2023
A lateral flow assay was designed and optimized as an independent study project that aimed to develop an assay for the qualitative detection of troponin assay. Lateral flow assays (the classic example being a pregnancy test) have the advantage of being rapid, specific, and user-friendly. They are composed of an absorbent pad, a nitrocellulose…
Descriptors: Undergraduate Students, Independent Study, Chemistry, Science Activities
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Moore, Sammi; Gray, Ron; Meilander, Jeff – Journal of College Science Teaching, 2022
Historically, undergraduate anatomy and physiology (A&P) has been a challenging course for incorporating conceptual learning techniques due to large class sizes and an emphasis on content and terminology. The project utilized the Predict-Observe-Explain (POE) strategy to create short activities based on real-world scenarios that incorporated…
Descriptors: Scientific Concepts, College Freshmen, Anatomy, Physiology
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Radlof, Jeffrey D.; Guzey, Selcen; Eichinger, David; Capobianco, Brenda M. – Journal of College Science Teaching, 2019
This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting. The task, informed by a three-dimensional learning approach, required preservice teachers to research and model the process and use of composting to help the…
Descriptors: Biology, Engineering, Design, Introductory Courses
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Carscadden, Kelly A.; McDermott, Molly T; Turbek, Sheela P.; Tittes, Silas B.; Martin, Andrew P. – Journal of College Science Teaching, 2019
We describe a hands-on, collaborative activity designed to illustrate general properties of evolution, provide practice for quantitative skills, promote creativity and collaboration, and enable student self-assessment of learning. During the activity, teams construct bridges using common office supplies. The best-performing bridge becomes the…
Descriptors: Hands on Science, Active Learning, Cooperative Learning, Evolution
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Koenig, Kathleen; Wood, Krista E.; Bortner, Larry J.; Bao, Lei – Journal of College Science Teaching, 2019
This article showcases how a physics lab course was successfully redesigned to promote important reasoning abilities not explicitly addressed in the typical college setting. Student development of such abilities is essential for sound decision making, particularly when living in an information age. Essential features of our guiding curricular…
Descriptors: Science Laboratories, Physics, Science Instruction, Logical Thinking
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Lerach, David G.; Yestness, Nissa R. – Journal of College Science Teaching, 2019
An in-class case study is presented for use in a liberal arts core extreme weather course, designed to foster science literacy, appreciation, and critical thinking skills in nonscience majors. Students are ultimately shown the critical importance of the physical sciences in their daily lives and encouraged to consider STEM (science, technology,…
Descriptors: Physical Sciences, Weather, Scientific Literacy, Critical Thinking
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Dark, Marta L.; Hylton, Derrick J. – Journal of College Science Teaching, 2018
This article describes a general education course offering, Physics and the Arts. During the development of this course, physics and arts faculty collaborated closely. We cover the usual physics phenomena for such a course--light, color, and sound--in addition to gravity, equilibrium, and spacetime. Goals of the course are to increase students'…
Descriptors: Physics, Science Education, Art Education, General Education
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Chen, Ying-Chih; Mineweaser, Lindsey; Accetta, Danielle; Noonan, Dalton – Journal of College Science Teaching, 2018
The "Next Generation Science Standards" explicitly endorse argumentation as essential practices for K-12 science classrooms because it can concurrently engage the learners in the coordination of conceptual, epistemic, and social goals. It is important to develop students' capacities to interpret information and data to reasonable…
Descriptors: Preservice Teachers, Persuasive Discourse, Inquiry, Science Activities
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Lancor, Rachael; Schiebel, Amy – Journal of College Science Teaching, 2018
In this article we describe a course on science outreach that was developed as part of our college's goal that all students participate in a meaningful community engagement experience. The Science & Community Engagement course provides a way for students with science or science-related majors to learn how to effectively communicate scientific…
Descriptors: Community Involvement, Outreach Programs, Service Learning, Learner Engagement
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Jardine, Hannah E.; Levin, Daniel M.; Quimby, B. Booth; Cooke, Todd J. – Journal of College Science Teaching, 2017
"Vision and Change in Undergraduate Education: A Call to Action," published by the American Association for the Advancement of Science in 2011, suggested cultivating biological literacy and practicing more student-centered learning in undergraduate life sciences education. We report here on the use of Group Active Engagement (GAE)…
Descriptors: Introductory Courses, Undergraduate Students, Science Activities, Group Activities
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Marrero, Meghan E.; Riccio, Jessica F.; Ben-Jacob, Marion; Canger, Anthony; Maliti, Charles – Journal of College Science Teaching, 2017
Broadening participation in science, technology, engineering, and mathematics (STEM) careers requires that underrepresented students, including women and minorities, persist in their studies and complete undergraduate and graduate degrees. Studies have shown that engaging students in undergraduate research and improving students' science…
Descriptors: Undergraduate Students, Student Research, Student Projects, Minority Group Students
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Leszczynski, Eliza; Monahan, Ceire; Munakata, Mika; Vaidya, Ashwin – Journal of College Science Teaching, 2017
Students in a beginning level undergraduate classical mechanics course engaged in collaborative inquiry through the "Windwalker Project". The aim of this project was for students to create a free-standing movable structure as a way of testing and applying their understanding of the conceptual and theoretical elements of the course. This…
Descriptors: Undergraduate Students, Mechanics (Physics), Cooperative Learning, Science Activities
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Bruck, Laura B. – Journal of College Science Teaching, 2016
The intermolecular forces activity presented in this article is designed to foster concept-building through students' use of concrete, manipulative objects, and it was developed to be pedagogically sound. Data analysis via pre- and posttesting and subsequent exam questions indicated that students who had the opportunity to participate in the…
Descriptors: Hands on Science, Science Activities, Mastery Learning, Concept Formation
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Sandefur, Conner I.; Gordy, Claire – Journal of College Science Teaching, 2016
We developed and implemented a series of workshops and seminars in an undergraduate journal club targeted at improving student development in applying the scientific process. Students were surveyed before and after participating in the club about their confidence in accessing, analyzing, and reporting scientific research. Post-club, the students…
Descriptors: Undergraduate Students, Clubs, Science Activities, Journal Writing
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Duncan, Leslie Lyons; Burkhardt, Bethany L.; Benneyworth, Laura M.; Tasich, Christopher M.; Duncan, Benjamin R. – Journal of College Science Teaching, 2015
This article provides readers with details concerning the implementation of four active learning techniques used to help undergraduate students critically discuss primary literature. On the basis of undergraduate and graduate student perceptions and experiences, the authors suggest techniques to enhance the quality of dual-listed courses and…
Descriptors: College Programs, College Credits, Higher Education, Undergraduate Students
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