JoinCitizen Science
Taking the Pulse of Our Planet With Nature’s Notebook
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Jill Nugent
From the Editor's Desk
The Importance of Professional Development
Science Scope—November/December 2021 (Volume 45, Issue 2)
By Patty McGinnis
Research & Teaching
Engaging Students at All Academic Levels in an Inquiry-Based Paleoecologic Learning Activity—Even When You Don’t Have the Rocks
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By René A. Shroat-Lewis and Melissa Hage
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study. In this study, we provide an example of how to adapt an inquiry-based activity used in upper-level paleontology courses so that it can be used in all paleontology-related courses, as well as in lower-level historical geology courses. In paleoecology, large surfaces of substrate with encrusting organisms provide a wealth of paleoecologic information about the ancient communities and are an excellent tool for inquiry-based learning. However, a challenge in paleoecology is that large slabs of rock containing fossil communities are not easy to obtain. In this exercise, students create a simulated substrate using paper and stickers. Feedback showed that students were engaged in the process of doing science and used the skills that they had learned throughout the semester. They gained self-confidence and realized that they can, in fact, do science.
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study.
Inquiry-based learning is an educational strategy that emphasizes the student’s role in the learning process by having them propose and test hypotheses through experimentation and/or the collection of observational data. It emphasizes active participation, allowing students to take ownership of their learning. In doing so, inquiry-based learning results in the building of the critical thinking and communication skills necessary for participation in all fields of study.
Research & Teaching
Student Active Learning Anxieties Differ by Preferred Seating Location in Introductory Biology Classes
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Elisabeth E. Schussler, Brianna Reynolds, Benjamin J. England, and Jennifer R. Brigati
As undergraduates’ academic distress continues to rise, it is important to consider factors related to classroom anxiety. This study investigated how student anxiety varied by preferred seating location and whether the reasons for their preferred seating location were related to these anxiety levels. In seven introductory biology classes at a large public university, we assessed student anxiety levels about different classroom practices. Students also reported where they preferred to sit in a lecture class and explained why they preferred that location. We coded and created themes from these explanations without knowing the anxiety levels or student seating preferences. We compared anxiety levels among nine preferred seating locations via ANOVA: front-right, front-middle, front-left, middle-right, middle-middle, middle-left, back-right, back-middle, back-left. The back-left had higher group work anxiety. The middle-right had higher anxiety for volunteering, cold calling, and clicker use. The back-left and front-middle had higher test and clicker anxiety. Student explanations for seating preference indicated a balance between wanting to be engaged in the class yet wanting to avoid others and feel comfortable; these reasons did not directly align with anxiety differences, however. We suggest teachers consider how anxiety varies spatially in their classroom to inform their active learning implementation practices.
As undergraduates’ academic distress continues to rise, it is important to consider factors related to classroom anxiety. This study investigated how student anxiety varied by preferred seating location and whether the reasons for their preferred seating location were related to these anxiety levels. In seven introductory biology classes at a large public university, we assessed student anxiety levels about different classroom practices. Students also reported where they preferred to sit in a lecture class and explained why they preferred that location.
As undergraduates’ academic distress continues to rise, it is important to consider factors related to classroom anxiety. This study investigated how student anxiety varied by preferred seating location and whether the reasons for their preferred seating location were related to these anxiety levels. In seven introductory biology classes at a large public university, we assessed student anxiety levels about different classroom practices. Students also reported where they preferred to sit in a lecture class and explained why they preferred that location.
Research & Teaching
Exploring Barriers to the Use of Evidence-Based Instructional Practices
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Grant E. Gardner, Evelyn Brown, Zachary Grimes, and Gina Bishara
Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the United States suggest a continued reliance on instructor-centered practices that have little evidentiary support for long-term impacts on student learning. This study utilized a cross-sectional survey research design to explore the awareness and use of EBIPs by STEM instructors at two large universities (n = 104) in the southeastern United States. Participants’ perceived individual and situational barriers impaired their use of EBIPs. We also examined how these barriers may be related to faculty use of these instructional practices. Results indicate high awareness of many EBIPs but with little subsequent classroom use. Results also suggest that STEM faculty’s gender and pedagogical beliefs may mediate what they perceive as significant barriers to EBIP implementation.
Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the United States suggest a continued reliance on instructor-centered practices that have little evidentiary support for long-term impacts on student learning. This study utilized a cross-sectional survey research design to explore the awareness and use of EBIPs by STEM instructors at two large universities (n = 104) in the southeastern United States.
Recent reform documents in postsecondary science, technology, engineering, and mathematics (STEM) fields recommend the use of evidence-based instructional practices (EBIPs) in the classroom. National surveys in the United States suggest a continued reliance on instructor-centered practices that have little evidentiary support for long-term impacts on student learning. This study utilized a cross-sectional survey research design to explore the awareness and use of EBIPs by STEM instructors at two large universities (n = 104) in the southeastern United States.
Research & Teaching
Using Publicly Available Long-Term Climate Records in Undergraduate Interdisciplinary Big Data Curriculum
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Richelle L. Tanner and Lisa E. Collins
Understanding data analysis and interpreting data are key components of teaching interdisciplinary undergraduate students. We detail a semester-long research project that introduces students to long-term data sets, incorporates the use of widely available statistical analysis, and underscores an inquiry-based method of teaching climate change. Our learning objectives included analysis of large-scale climate data and interpretation of empirical trends in the context of two climate change phenomena: warming and the urban heat island effect. We demonstrate how small groups of students (n = 2 or 3) were empowered to independently download and analyze long-term temperature data to be aggregated into a class data set. Students used the National Centers for Environmental Information (NCEI) to find the long-term data sets of hourly maximum (TMAX) and minimum (TMIN) temperatures. Students used the open-source statistical software R to manage and summarize data. Students also examined changes in land use cover using Google Earth satellite data to quantify whether stations were urban or rural. Students were assessed in their groups based on a research paper and a class presentation. Approaching climate change education from the inquiry-based learning perspective allows students to understand how scientific research is conducted, apply the scientific method, and experience firsthand the importance of open-source data.
Understanding data analysis and interpreting data are key components of teaching interdisciplinary undergraduate students. We detail a semester-long research project that introduces students to long-term data sets, incorporates the use of widely available statistical analysis, and underscores an inquiry-based method of teaching climate change. Our learning objectives included analysis of large-scale climate data and interpretation of empirical trends in the context of two climate change phenomena: warming and the urban heat island effect.
Understanding data analysis and interpreting data are key components of teaching interdisciplinary undergraduate students. We detail a semester-long research project that introduces students to long-term data sets, incorporates the use of widely available statistical analysis, and underscores an inquiry-based method of teaching climate change. Our learning objectives included analysis of large-scale climate data and interpretation of empirical trends in the context of two climate change phenomena: warming and the urban heat island effect.
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Integrating Science Communication Into a Large STEM Classroom
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Kerri Donohue, Katherine VanDenburgh, Cathrine Reck, and Gayle Buck
The communication of scientific findings through writing is an important skill for undergraduate science majors to develop as they move through their respective degree programs. Seeing the importance of science communication skill development, we brought a science communication blog written by graduate students on the same campus to the attention of a large undergraduate organic chemistry lecture in collaboration with their professor. These undergraduate students were then given an assignment in which they would write their own blogs, go through a process of peer review, and then have the opportunity for their blog to be published on a website for high school students. The undergraduate students were able to consider the role that science communication will play in their future careers and practice the basics in a low-stakes, brief assignment. Overall, the learning goals we set for the assignment were met with a positive impact on the students. While there were several small challenges associated with the first implementation of this assignment, we were pleased to learn of the high level of value that students placed on this assignment.
The communication of scientific findings through writing is an important skill for undergraduate science majors to develop as they move through their respective degree programs. Seeing the importance of science communication skill development, we brought a science communication blog written by graduate students on the same campus to the attention of a large undergraduate organic chemistry lecture in collaboration with their professor.
The communication of scientific findings through writing is an important skill for undergraduate science majors to develop as they move through their respective degree programs. Seeing the importance of science communication skill development, we brought a science communication blog written by graduate students on the same campus to the attention of a large undergraduate organic chemistry lecture in collaboration with their professor.
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Incorporating Student-Centered Learning in an Ecosystems Course
Student-centered learning broadly encompasses teaching approaches that shift the focus of instruction from teacher to student by placing an emphasis on what as well as how students want to learn. This approach allows students to become active participants in their own learning and has been shown to increase learning, autonomy, and critical-thinking skills, as well as provide a more meaningful learning experience. Although there are many benefits to incorporating student-centered learning in a university or college setting, many instructors may not know how to move away from a more teacher-centered learning style. Here, I highlight how I have incorporated student-centered learning approaches in an undergraduate ecosystems course, both in lecture and lab settings as well as in assessments. By providing ways in which student-centered learning can be easily incorporated into a science classroom, as well as highlighting its benefits, I hope to inspire other instructors to employ this approach.
Student-centered learning broadly encompasses teaching approaches that shift the focus of instruction from teacher to student by placing an emphasis on what as well as how students want to learn. This approach allows students to become active participants in their own learning and has been shown to increase learning, autonomy, and critical-thinking skills, as well as provide a more meaningful learning experience.
Student-centered learning broadly encompasses teaching approaches that shift the focus of instruction from teacher to student by placing an emphasis on what as well as how students want to learn. This approach allows students to become active participants in their own learning and has been shown to increase learning, autonomy, and critical-thinking skills, as well as provide a more meaningful learning experience.
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Are Learning Progressions a Useful Pedagogical Tool for Instructors?
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Charlotte R. Reed and Adele J. Wolfson
Learning progressions (LPs) present a potential tool to guide students toward deeper understanding of core concepts as they move through a curriculum. In addition to providing a theoretical scheme for education researchers, LPs can provide a powerful framework for instructors and students in organizing curricula. We have developed the outline of a learning progression on acid/base chemistry from general chemistry through biochemistry. We interviewed peer instructors, faculty, and chemistry students to determine how instructors could use LPs or how students could incorporate LPs into their own learning. The interviews suggest that students may struggle to get the most value out of LPs because they misunderstand them as topics lists rather than progressions, and they may interpret them as exhaustive rather than as guides. However, when carefully presented to students and woven into the curriculum, LPs could allow instructors to revisit concepts with more complexity rather than simply repeating information. This approach will likely be most useful for experienced instructors with deep pedagogical knowledge. Our results provide additional evidence that professional knowledge content, like that acquired over time by faculty members, is necessary for effective use of LPs and other such tools.
Learning progressions (LPs) present a potential tool to guide students toward deeper understanding of core concepts as they move through a curriculum. In addition to providing a theoretical scheme for education researchers, LPs can provide a powerful framework for instructors and students in organizing curricula. We have developed the outline of a learning progression on acid/base chemistry from general chemistry through biochemistry.
Learning progressions (LPs) present a potential tool to guide students toward deeper understanding of core concepts as they move through a curriculum. In addition to providing a theoretical scheme for education researchers, LPs can provide a powerful framework for instructors and students in organizing curricula. We have developed the outline of a learning progression on acid/base chemistry from general chemistry through biochemistry.
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Strategies to Increase the Workforce Development of Interdisciplinary Cohorts of Traditionally Underrepresented Students in STEM
Journal of College Science Teaching—November/December 2021 (Volume 51, Issue 2)
By Joanna Joyner-Matos and Kayleen Islam-Zwart
This article presents results from a Scholarships in STEM (S-STEM) grant from the National Science Foundation that supported students from three majors and funded the development of cocurricular activities designed to increase the workforce development of first-generation and underrepresented students. Scholar cohorts were interdisciplinary, with students majoring in biology, chemistry, and environmental science. We present details from four categories of activities: library resources and information literacy, career services, professional development, and community engagement. We discuss how the process of designing the activities created collaborations between STEM faculty and student support staff and between faculty and regional employers and nonprofit organizations. Results from formative assessments are presented from the group of scholars as a whole, as we did not detect significant differences as a function of gender, first-generation status, race or ethnicity, or academic major. Overall, the community engagement events were rated more poorly than other activities because they were viewed as contributing less to gains of knowledge or skills. Finally, we found that how the scholars viewed the activities depended more on how we discussed the activities with them than on the scholars’ academic or demographic features.