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Teaching Scientific Literacy
The Science Teacher—March/April 2021 (Volume 88, Issue 4)
By Andrew Zucker
From the Field: Events and Opportunities, February 23, 2021
By Debra Shapiro
Diversity and Equity
Climate Change Education: A Model of Justice-Oriented STEM Education
Connected Science Learning January–February 2021 (Volume 3, Issue 1)
By Lindsey Kirkland and Kristen Poppleton
Research and Teaching
Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Evan Lampert and J. Stephen Pearson
The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition course focused specifically on scientific literature composed in the Introduction, Methods, Results, and Discussion (IMRaD) structure. In the composition course, instruction focused on helping students conceptualize and compose proposals, poster presentations, and manuscripts based on their lab activities. We surveyed for prior experience with scientific literature and self-reported reading and writing confidence. Participants in the linked courses showed an improvement in self-reported ability and confidence in writing compared to a control group that did not participate. We assembled a rubric assessing correct IMRaD structure and used it to assess composition before and after the linked courses. Adherence to IMRaD improved significantly for the Methods section. Our experiences indicate that learning communities can be useful pedagogies to provide students with confidence and learning gains that facilitate use of information and communication.
The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition course focused specifically on scientific literature composed in the Introduction, Methods, Results, and Discussion (IMRaD) structure.
The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition course focused specifically on scientific literature composed in the Introduction, Methods, Results, and Discussion (IMRaD) structure.
Research and Teaching
Students Taught by a First-Time Instructor Using Active-Learning Teaching Strategies Outperform Students Taught by a Highly-Regarded Traditional Instructor
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Colin S. Wallace, Edward E. Prather, John A. Milsom, Ken Johns, and Srin Manne
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active-learning teaching strategies. The other section (the reformed section, N = 217) was taught by an instructor who had never before taught a physics class, but who was trained in physics and astronomy education research and who used active-learning teaching strategies. Students in the reformed section significantly outperformed students in the traditional section on common exam questions over the course of the semester, regardless of whether the question was conceptual or quantitative. This reform effort has been successful at improving students’ learning and significantly increasing the department’s use of active-learning strategies at the introductory level and beyond.
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active-learning teaching strategies.
In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the traditional section, N = 258) was taught by an instructor who is highly regarded for his lectures, but did not use any active-learning teaching strategies.
Research and Teaching
Course-Based Undergraduate Research Experiences Spanning Two Semesters of Biology Impact Student Self-Efficacy but not Future Goals
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Allison Martin, Adam Rechs, Thomas Landerholm, and Kelly McDonald
Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the impacts of course-based research on the self-efficacy and future goals of students enrolled in introductory biology courses at a minority-serving comprehensive teaching university. These courses are part of a department-wide effort to redesign and coordinate 10 laboratory courses to include embedded research projects addressing a common scientific problem. Pre- and postsurveys evaluating self-efficacy of laboratory skills and future academic and career goals were administered to students enrolled in two iterations of two redesigned introductory biology courses. Findings include increases in self-efficacy related to experimental design, communication/collaboration, and scientific literacy in the first course, but only scientific literacy in the second course. Very few disparities in self-efficacy were found postcourse for students of varying demographics, despite several precourse differences, while future academic and career plans remained largely unaltered. This study, representing the first thorough analysis of our department’s redesigned courses, is informing curricular improvements to the introductory labs and providing data for a longitudinal study of the impact of the entire program.
Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the impacts of course-based research on the self-efficacy and future goals of students enrolled in introductory biology courses at a minority-serving comprehensive teaching university. These courses are part of a department-wide effort to redesign and coordinate 10 laboratory courses to include embedded research projects addressing a common scientific problem.
Course-based undergraduate research is promoted as an equitable strategy for providing the benefits of research experiences to a larger, more diverse population of students pursuing science degrees. Here, we report the impacts of course-based research on the self-efficacy and future goals of students enrolled in introductory biology courses at a minority-serving comprehensive teaching university. These courses are part of a department-wide effort to redesign and coordinate 10 laboratory courses to include embedded research projects addressing a common scientific problem.
Research and teaching
Measuring Data Skills in Undergraduate Student Work
Development of a Scoring Rubric
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Jessica Sickler, Erin Bardar, and Randy Kochevar
Data literacy, or students’ abilities to understand, interpret, and think critically about data, is an increasing need in K–16 science education. Ocean Tracks College Edition (OT-CE) sought to address this need by creating a set of learning modules that engage students in using large-scale, professionally collected animal migration and physical oceanographic data to answer scientifically relevant questions and think critically about how researchers collect and interpret data. In a field test in nine undergraduate marine biology, oceanography, and general biology courses, we undertook a collaborative educator-researcher process to develop a rubric-based scoring system that could reliably measure student performance across seven data skills. This paper documents the development and testing process, shares the resulting rubric, and discusses how the results of the rubric development process and pilot scoring of 32 pieces of student work affected curriculum refinement. We conclude with a discussion of how undergraduate science educators might be able to further refine and apply this preliminary rubric for use in instruction or educational research.
Data literacy, or students’ abilities to understand, interpret, and think critically about data, is an increasing need in K–16 science education. Ocean Tracks College Edition (OT-CE) sought to address this need by creating a set of learning modules that engage students in using large-scale, professionally collected animal migration and physical oceanographic data to answer scientifically relevant questions and think critically about how researchers collect and interpret data.
Data literacy, or students’ abilities to understand, interpret, and think critically about data, is an increasing need in K–16 science education. Ocean Tracks College Edition (OT-CE) sought to address this need by creating a set of learning modules that engage students in using large-scale, professionally collected animal migration and physical oceanographic data to answer scientifically relevant questions and think critically about how researchers collect and interpret data.
Feature
Responsive Teaching in Online Learning Environments
Using an Instructional Team to Promote Formative Assessment and Sense of Community
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Young Ae Kim, Lisa Rezende, Elizabeth Eadie, Jacqueline Maximillian, Katelyn Southard, Lisa Elfring, Paul Blowers, and Vicente Talanquer
Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community have been recognized as significant factors for enhancing meaningful student learning in online platforms. While existing technological resources create opportunities for students to engage with course materials and collaborative tasks, it can be quite daunting for a single instructor to meet the needs of a diverse student population. Typically, online instructors often do not have learning assistants (LAs), and/or lack models for how to effectively deploy these human resources in online environments. In this paper we describe how the creation of online instructional teams with specialized LA roles (online learning researchers [OLRs] and online instructional managers [OIMs]) can support formative assessment and community building in online courses. The OLRs and OIMs were trained to fulfill specialized roles to support formative assessment and the development of a more cohesive community of learners had a positive impact on asynchronous online courses at our institution.
Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community have been recognized as significant factors for enhancing meaningful student learning in online platforms.
Online teaching and learning have become widespread in higher education over the past two decades, and accelerated during the pandemic. Although online learning is expanding and has many benefits, instructors teaching online courses must deal with a variety of demands in online learning environments. Formative assessment and sense of community have been recognized as significant factors for enhancing meaningful student learning in online platforms.
Feature
First-Year STEM Research Program Facilitates Long-Term Academic Success
Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)
By Kimberly R. Schneider, Uday Nair, Rachel Straney, Patrice Lancey, and Mary Tripp
Retention and student success in Science, Technology, Engineering, and Mathematics (STEM) remains a priority for institutions, and low rates of retention in STEM for underrepresented populations continues to be a concern. In this report, we compiled data from the first eight years of a STEM living-learning program focused on early engagement in undergraduate research, especially in underrepresented populations. The Learning Environment and Academic Research Network (LEARN) program invites first-year students to live together in a residence hall, enroll in Introduction to Research classes, and move into a research apprenticeship. Compiled data show that graduation rates and movement into additional High-Impact Educational Practices (HIPs) remains higher for LEARN students than a selected comparison group. Specifically, these graduation rates are significantly higher for all majors and within STEM. This trend is also seen for our underrepresented student populations where we observe the highest STEM graduation rates within the program. LEARN students were also 3.2 times more likely to participate in research post-LEARN. With the continued success, the program has now been adapted at two other institutions and a parallel program has been developed for transfer students at all three institutions.
Retention and student success in Science, Technology, Engineering, and Mathematics (STEM) remains a priority for institutions, and low rates of retention in STEM for underrepresented populations continues to be a concern. In this report, we compiled data from the first eight years of a STEM living-learning program focused on early engagement in undergraduate research, especially in underrepresented populations.
Retention and student success in Science, Technology, Engineering, and Mathematics (STEM) remains a priority for institutions, and low rates of retention in STEM for underrepresented populations continues to be a concern. In this report, we compiled data from the first eight years of a STEM living-learning program focused on early engagement in undergraduate research, especially in underrepresented populations.
Emerging Connections
Virtual Coaching PLCs In and Out of School
Connected Science Learning January–February 2021 (Volume 3, Issue 1)
By Kate Cook, Hannah Lakin, Sue Allen, Scott Byrd, Brittney Nickerson, and Kate Kastelein
