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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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Coker, Jeffrey Scott – Journal of College Science Teaching, 2017
Despite numerous calls for science education to be driven by authentic investigation, many laboratory experiences continue to consist of disconnected weekly units during which students carry out instructions that lead to some predetermined finding. This study developed and evaluated a pedagogical design for introductory biology labs where students…
Descriptors: Introductory Courses, Science Laboratories, Science Experiments, Student Projects
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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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Faulconer, Emily Kaye – Journal of College Science Teaching, 2017
As educators, we recognize the importance of strong student learning objectives. We also know that students benefit by being well informed of expectations. Existing literature offers little guidance in methods and teaching strategies to apply in exposing students to their learning objectives. In this article, we discuss the use of specific…
Descriptors: Behavioral Objectives, Teaching Methods, Educational Strategies, Likert Scales
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Kirst, Scott; Flood, Tim – Journal of College Science Teaching, 2017
The integration of an undergraduate science content course and science methods course into a single combined course for preservice teachers, including a precourse field experience, was undertaken at a small, liberal arts college. The conceptual framework for this new delivery system was grounded in the "Next Generation Science Standards…
Descriptors: Science Instruction, Scientific Methodology, Preservice Teachers, Elementary School Teachers
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Rozell, Timothy G.; Johnson, Jessica; Sexten, Andrea; Rhodes, Ashley E. – Journal of College Science Teaching, 2017
Students in a junior- and senior-level Anatomy and Physiology course have the opportunity to correct missed exam questions ("regrade") and earn up to half of the original points missed. The three objectives of this study were to determine if: (a) performance on the regrade assignment was correlated with scores on subsequent exams, (b)…
Descriptors: Physiology, Scores, Grades (Scholastic), Exit Examinations
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Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A. – Journal of College Science Teaching, 2017
This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…
Descriptors: Foreign Countries, College Freshmen, First Year Seminars, English Language Learners
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Ridgway, Judith S.; Ligocki, Isaac Y.; Horn, Jonathan D.; Szeyller, Erica; Breitenberger, Caroline A. – Journal of College Science Teaching, 2017
Professional development (PD) for graduate teaching assistants (GTAs) has been repeatedly emphasized as an essential component of future faculty training. Nonetheless, attempts to integrate PD programs into graduate curriculum are met with resistance from some stakeholders. The authors investigated stakeholders' perceptions of a novel GTA PD…
Descriptors: Teaching Assistants, College Faculty, Teacher Attitudes, Individualized Instruction
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O'Toole, Erin M. – Journal of College Science Teaching, 2017
When thinking of collaborating with campus partners on activities to increase the retention of students in science majors, who comes to mind? Usually other academic departments--but are science librarians included? Academic librarians are charged with supporting retention on university and college campuses. However, what exactly can science…
Descriptors: Academic Libraries, Librarian Teacher Cooperation, Partnerships in Education, STEM Education
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Prud'homme-Généreux, Annie; Schiller, Nancy A.; Wild, John H.; Herreid, Clyde Freeman – Journal of College Science Teaching, 2017
Three years ago, the "National Center for Case Study Teaching in Science" (NCCSTS) was inspired to merge the case study and flipped classroom approaches. The resulting project aimed to create the materials required to teach a flipped course in introductory biology by assigning videos as homework and case studies in the classroom. Three…
Descriptors: Case Studies, Guidelines, Teaching Methods, Introductory Courses
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Rutledge, Michael L.; Lampley, Sandra A. – Journal of College Science Teaching, 2017
In an effort to make our classes more engaging, we recently reorganized sections of our nonmajors biology course, using current issues in biology and society as a premise to promote coherence among course content and emphasize the relevance of biological concepts to everyday life. A key aspect of the reorganization included the development and…
Descriptors: Active Learning, Student Attitudes, Biology, Science Instruction
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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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Kinsella, Gemma K.; Mahon, Catherine; Lillis, Seamus – Journal of College Science Teaching, 2017
It is envisaged that small-group exercises as part of a large-group session would facilitate not only group work exercises (a valuable employability skill), but also peer learning. In this article, such a strategy to facilitate the active engagement of the student in a large-group setting was explored. The production of student-led resources was…
Descriptors: Large Group Instruction, Group Activities, Learner Engagement, College Science
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Lundmark, Jennifer; Paradis, Jeffrey; Kapp, Micaela; Lowe, Elizabeth; Tashiro, Lynn – Journal of College Science Teaching, 2017
In late 2011, we created a Peer-Assisted Learning (PAL) program focused on improving student performance in high-risk STEM courses. Our PALs are modeled after the Peer-Led Team Learning (PLTL) program, which has been shown to provide long- and short-term benefits to both students (Chan & Bauer, 2015; Gosser, Kampeier, & Pratibha, 2010;…
Descriptors: Undergraduate Students, Facilitators (Individuals), Peer Groups, Peer Teaching
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