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The Undergraduate Teacher-Scholar Program

Comparing Near-Peer and Non Near-Peer Instructors in Laboratory Courses

Journal of College Science Teaching—May/June 2021 (Volume 50, Issue 5)

By Sara M. Bourne, Sean Limfat, Sneha Dilip, Seoyoung Han, MaryAnn T. Robak, Peter Marsden, and Anne M. Baranger

Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing content learning and confidence and attitudinal gains. There is evidence that the benefits of peer learning are higher when students are taught by a near-peer instructor who is close to the learner in age and experience. Building on this existing evidence, a peer learning program, the Undergraduate Teacher-Scholar (UGTS) Program, was created, involving both graduate student and near-peer instructors teaching in the same discussion or laboratory section. This format creates a vertical learning community within the course structure. The Teacher-Scholar program provides the opportunity to compare the roles of graduate student and near-peer instructors teaching the same students the same instructional material. We report differences and similarities in the perceived roles of the graduate student and near-peer instructors by all of the stakeholders involved in the program. Both graduate student and near-peer instructors are valued by students; however, the near-peer instructors provide mentorship and role model qualities that are not replaced by a graduate student instructor.

 

Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing content learning and confidence and attitudinal gains. There is evidence that the benefits of peer learning are higher when students are taught by a near-peer instructor who is close to the learner in age and experience.
Peer learning programs have been developed to support many introductory science courses by providing additional instruction and engagement. These programs are beneficial to both learners and instructors, providing content learning and confidence and attitudinal gains. There is evidence that the benefits of peer learning are higher when students are taught by a near-peer instructor who is close to the learner in age and experience.
 

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Beam Analysis in Statics Courses Using ReshmoBeam

Journal of College Science Teaching—May/June 2021 (Volume 50, Issue 5)

By Joel Hernandez, Rafael Niyazov, and Kibrewossen Tesfagiorgis

This article describes the use and advantages of the MATLAB-based program ReshmoBeam, developed to perform beam analysis, as it is done in statics courses of engineering curricula. An important goal of the article is to facilitate the dissemination of the program among faculty teaching these courses. The program is offered free to interested faculty for potential application in their courses. The program is not intended to compete with existing software for this purpose. Existing programs can be comprehensive; however, the user must pay to use all or some of their features. ReshmoBeam covers a limited, but important range of situations in beam analysis. The program determines the reactions at the beam supports, the shear and bending moment values at points specified by the user if desired, and the maximum values of shear and bending moment. The program also generates the loading, shear, and bending moment diagrams for the beam situation under analysis. Students can quickly verify the correctness of their manual calculations and also explore a diverse range of loading conditions. Furthermore, its use could facilitate a deeper understanding of the material taught in the course.

 

This article describes the use and advantages of the MATLAB-based program ReshmoBeam, developed to perform beam analysis, as it is done in statics courses of engineering curricula. An important goal of the article is to facilitate the dissemination of the program among faculty teaching these courses. The program is offered free to interested faculty for potential application in their courses. The program is not intended to compete with existing software for this purpose. Existing programs can be comprehensive; however, the user must pay to use all or some of their features.
This article describes the use and advantages of the MATLAB-based program ReshmoBeam, developed to perform beam analysis, as it is done in statics courses of engineering curricula. An important goal of the article is to facilitate the dissemination of the program among faculty teaching these courses. The program is offered free to interested faculty for potential application in their courses. The program is not intended to compete with existing software for this purpose. Existing programs can be comprehensive; however, the user must pay to use all or some of their features.
 

Point of View

Best Professional Development for Online Faculty? Take an Online Course

Journal of College Science Teaching—May/June 2021 (Volume 50, Issue 5)

By Cheston Saunders

Numerous professional development programs exist to equip science faculty with the skills and knowledge to effectively teach online. An effective way to explore new content while gaining an understanding of the student perspective is to enroll in an online science course.

 

Numerous professional development programs exist to equip science faculty with the skills and knowledge to effectively teach online. An effective way to explore new content while gaining an understanding of the student perspective is to enroll in an online science course.

 

Numerous professional development programs exist to equip science faculty with the skills and knowledge to effectively teach online. An effective way to explore new content while gaining an understanding of the student perspective is to enroll in an online science course.

 

 

BRIEF

A Case for Creative Coding

Connected Science Learning March–April 2021 (Volume 3, Issue 2)

By Justin Spencer and Eileen King

A Case for Creative Coding

 

STEM Outreach: Traditional vs. Virtual Summer Programming

Connected Science Learning March–April 2021 (Volume 3, Issue 2)

By Francesca M. Mellieon-Williams, Nastassia N. Jones, and Ingrid Cruz

STEM Outreach: Traditional vs. Virtual Summer Programming

 

Legislative Update

Administration Releases FY22 Budget Outline, Proposes Huge Increase for Title I

By Jodi Peterson

Posted on 2021-04-15

Administration Releases FY22 Budget Outline, Proposes Huge Increase for Title I

 

An Integrated STEM and Computing Curriculum for the Human-Technology Frontier

The Case of a Smart Greenhouse

Connected Science Learning March–April 2021 (Volume 3, Issue 2)

By Christian Konadu Asante, Amy Semerjian, Paul Xu, David Jackson, Yihong Cheng, Ariel Chasen, Ahmad Shah, Jessica Brett, and Meghan Broadstone

An Integrated STEM and Computing Curriculum for the Human-Technology Frontier

 

From the Field, Events and Opportunities, April 20, 2021

By Debra Shapiro

From the Field, Events and Opportunities, April 20, 2021

Archive: Science Update: Our Universe through Sight, Sound & Touch, September 23, 2021

Information of our Universe doesn't have to be just a two-dimensional snap shot. We can transform these data to be able to listen, feel, or (virtually) move through cosmic objects.  Listen to the debris from an exploded star, walk through the core of our Milky Way in virtual reality, feel vibrations of a stellar nursery, and experience our universe anew.

We invite you to register for upcoming web seminars at NSTA.

Information of our Universe doesn't have to be just a two-dimensional snap shot. We can transform these data to be able to listen, feel, or (virtually) move through cosmic objects.  Listen to the debris from an exploded star, walk through the core of our Milky Way in virtual reality, feel vibrations of a stellar nursery, and experience our universe anew.

We invite you to register for upcoming web seminars at NSTA.

Information of our Universe doesn't have to be just a two-dimensional snap shot. We can transform these data to be able to listen, feel, or (virtually) move through cosmic objects.  Listen to the debris from an exploded star, walk through the core of our Milky Way in virtual reality, feel vibrations of a stellar nursery, and experience our universe anew.

We invite you to register for upcoming web seminars at NSTA.

Information of our Universe doesn't have to be just a two-dimensional snap shot. We can transform these data to be able to listen, feel, or (virtually) move through cosmic objects.  Listen to the debris from an exploded star, walk through the core of our Milky Way in virtual reality, feel vibrations of a stellar nursery, and experience our universe anew.

We invite you to register for upcoming web seminars at NSTA.

 

Press Release

National Science Teaching Association Names 2021 Recipients of Its Teacher Awards Program

Top Science Educators From Around the Country Honored in Celebration of Excellence

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