JoinPoint of View
Taking the Office Hour Out of the Office
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Patrick Cafferty
Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a variety of active learning techniques into their teaching practice, using, for example, classroom response systems to poll their students and guided inquiry and case study activities to facilitate small group work (AAAS, 2011; McGill et al., 2019). However, the primary way students interact with faculty outside the classroom remains unchanged: the office hour. Despite evidence that students benefit from office hour visits, low office hour attendance is common. Here, I describe a novel addition to my typical office hours, holding one of my four weekly office hours outside as a group run called the “Active Office Hour.” Students view the Active Office Hour positively, with a subset of my students attending weekly. Active Office Hour participants report their primary motivator for attendance is to seek comradery with their peers and instructor, not the specific activity of running, suggesting alternative forms of out-of-office office hours may work well for different students and instructors.
Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a variety of active learning techniques into their teaching practice, using, for example, classroom response systems to poll their students and guided inquiry and case study activities to facilitate small group work (AAAS, 2011; McGill et al., 2019). However, the primary way students interact with faculty outside the classroom remains unchanged: the office hour.
Science classrooms across our campus have changed dramatically over the past 10 years as an increasing number of instructors have incorporated a variety of active learning techniques into their teaching practice, using, for example, classroom response systems to poll their students and guided inquiry and case study activities to facilitate small group work (AAAS, 2011; McGill et al., 2019). However, the primary way students interact with faculty outside the classroom remains unchanged: the office hour.
Feature
Practice Makes Better
A Classroom Investigation of Practice Effects
Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly applicable psychological phenomenon, holding broad implications for any domain involving human expertise, and especially for education. Yet the details of how practice works to improve performance are often poorly understood by the users of this phenomenon, such as teachers and coaches. In this paper I describe a simple classroom activity, The Seeker Game, which introduces students to the basics of practice effects, and to some of its complexities. After describing the game I suggest directions for discussion, focusing on “Microgenetic Analysis,” a method that exposes the sources of performance change in detail. This analysis reveals the multifactorial nature of change, demonstrating that performance change often takes place not primarily in participants’ heads, but spanning the cognitive, physical, and social domains.
Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly applicable psychological phenomenon, holding broad implications for any domain involving human expertise, and especially for education. Yet the details of how practice works to improve performance are often poorly understood by the users of this phenomenon, such as teachers and coaches.
Practice effects are ubiquitous human phenomena that have been scientifically studied for over half a century. They are also among the most directly applicable psychological phenomenon, holding broad implications for any domain involving human expertise, and especially for education. Yet the details of how practice works to improve performance are often poorly understood by the users of this phenomenon, such as teachers and coaches.
Two-Year Community
Sustainability, Energy, and the Green Economy
An Interdisciplinary Course on Environmental Sustainability and Life Cycle Analysis
Journal of College Science Teaching—January/February 2021 (Volume 3, Issue 50)
By Monika Sikand, Claudio Mazzatenta, Keith Wong, Joseph Bush, and Aaron M. Socha
Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present the conceptual framework and lessons learned from a team-taught course, entitled Sustainability, Energy, and the Green Economy (SEGE). Faculty from the departments of Physics, Chemistry, and Biology offered the course during the 2015–2016 and 2016–2017 academic years at Bronx Community College (BCC). The described interdisciplinary approach was intended to engage students through research-driven, project-based learning using life cycle analysis (LCA) of a simple consumer product. By teaching solution-oriented approaches, SEGE translates complex real-world problems into classroom learning for nonSTEM majors. As compared to student performance and engagement data from three 100-level STEM courses at BCC, analyses of C or above grade performance, passing rate, and withdrawal rate indicate that SEGE effectively engaged and retained students. Additionally, student surveys are presented, and were used to guide instructional strategy for effective team teaching and assessment.
Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present the conceptual framework and lessons learned from a team-taught course, entitled Sustainability, Energy, and the Green Economy (SEGE). Faculty from the departments of Physics, Chemistry, and Biology offered the course during the 2015–2016 and 2016–2017 academic years at Bronx Community College (BCC).
Interdisciplinary education offers a collaborative approach to multifaceted topics, such as environmental sustainability. In this article, we present the conceptual framework and lessons learned from a team-taught course, entitled Sustainability, Energy, and the Green Economy (SEGE). Faculty from the departments of Physics, Chemistry, and Biology offered the course during the 2015–2016 and 2016–2017 academic years at Bronx Community College (BCC).
Feature
Incorporating Programming, Modeling, and Data Analysis Into an Introductory Biology Course
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Eliot C. Bush, Stephen C. Adolph, Matina C. Donaldson-Matasci, Jae Hur, and Danae Schulz
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions. Assessment based on course evaluations suggests that the course was effective in increasing engagement with Biology in a population of STEM-oriented students who are mostly nonmajors.
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions.
This paper describes an introductory biology course for undergraduates that heavily incorporates quantitative problem solving in activities and homework assignments. The course is broken up into a series of units, each organized around a motivating biological question or theme. Homework assignments address the theme or question, and typically include a computer programming section as well as a number of written questions.
Research and teaching
Making Science Personal
Inclusivity-Driven Design for General Education Courses
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Christine O’Donnell, Edward Prather, and Peter Behroozi
General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a stand-alone astronomy class, and it is also likely one of the last science courses they will take. Thus, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science. In traditional course environments, students often compartmentalize information into separate “life files” and “course files” rather than integrating information into a coherent framework. The astronomy course created through this project was designed around inclusivity-driven guiding principles that help students engage with course content in ways that are meaningful, relevant, and accessible. Our course bridges the gap between students’ “life files” and “course files,” encourages and respects diverse points of view, and empowers students to connect course content with their personal lives and identities. In this paper, we provide insight into the guiding principles that informed our course design and share research results.
General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a stand-alone astronomy class, and it is also likely one of the last science courses they will take. Thus, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science.
General education college astronomy courses offer instructors both a unique audience and a unique challenge. For many students, such a course may be their first time encountering a stand-alone astronomy class, and it is also likely one of the last science courses they will take. Thus, primary course goals often include both imparting knowledge about the Universe and giving students some familiarity with the processes of science.
Research and teaching
What to Expect With Group Work
Problems, Frequency, and Success of Mediation
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Peggy Brickman, Austin Lannen, and Jill Beyette
Instructors who wish to take advantage of the benefits of collaborative group work often hesitate over concerns about conflict or problems that arise between students. There are no estimates of the level of conflict that can be expected even if best practices for collaboration are implemented, and there are few tested suggestions for mediating and resolving students’ conflicts once they are identified. This research study sought to determine the frequency and types of conflict exhibited in large-enrollment introductory biology courses that use classroom group work. We compared the ability of a mid-course questionnaire to identify group problems with a validated conflict identification survey. We also compared the satisfaction and achievement level for those groups that reported conflict with those that did not, and between groups that reported conflict but then either declined or accepted mediation. We found that a single question item provided better identification of conflict than a seven-item survey, and that groups that indicated conflict but choose to decline mediation had similar final satisfaction with groups that never indicated a problem. Groups with conflict that selected mediation had lower performance and group satisfaction—perhaps an indication of more serious problems.
Instructors who wish to take advantage of the benefits of collaborative group work often hesitate over concerns about conflict or problems that arise between students. There are no estimates of the level of conflict that can be expected even if best practices for collaboration are implemented, and there are few tested suggestions for mediating and resolving students’ conflicts once they are identified. This research study sought to determine the frequency and types of conflict exhibited in large-enrollment introductory biology courses that use classroom group work.
Instructors who wish to take advantage of the benefits of collaborative group work often hesitate over concerns about conflict or problems that arise between students. There are no estimates of the level of conflict that can be expected even if best practices for collaboration are implemented, and there are few tested suggestions for mediating and resolving students’ conflicts once they are identified. This research study sought to determine the frequency and types of conflict exhibited in large-enrollment introductory biology courses that use classroom group work.
Research and teaching
Primary Literature in Undergraduate Science Courses
What are the Outcomes?
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Jeremy David Sloane
Primary literature—consisting of novel peer-reviewed articles and conference proceedings—has been associated with several positive outcomes for students within undergraduate science courses. Primary literature is the principal method of written scientific communication and emphasizes the development of scientific knowledge. It also provides a window into researchers’ methods and logic used to explain natural phenomena. However, despite evidence demonstrating the benefits of using primary literature in undergraduate science courses, no review of this literature exists. This article reviews several approaches to teaching with primary literature in undergraduate science courses and student outcomes associated with these approaches.
Primary literature—consisting of novel peer-reviewed articles and conference proceedings—has been associated with several positive outcomes for students within undergraduate science courses. Primary literature is the principal method of written scientific communication and emphasizes the development of scientific knowledge. It also provides a window into researchers’ methods and logic used to explain natural phenomena. However, despite evidence demonstrating the benefits of using primary literature in undergraduate science courses, no review of this literature exists.
Primary literature—consisting of novel peer-reviewed articles and conference proceedings—has been associated with several positive outcomes for students within undergraduate science courses. Primary literature is the principal method of written scientific communication and emphasizes the development of scientific knowledge. It also provides a window into researchers’ methods and logic used to explain natural phenomena. However, despite evidence demonstrating the benefits of using primary literature in undergraduate science courses, no review of this literature exists.
Research and teaching
Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Sarah Beth Wilson and Pratibha Varma-Nelson
Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools. Therefore, it is important to assess an academic intervention with the possibility of improving course performance and retention of science, technology, engineering, and mathematics (STEM) majors. In this study, the course performance and student perceptions from four “comparison group” PLTL and cPLTL sections were analyzed. The results of this study support the hypothesis that implementation of PLTL/cPLTL programs increases both students’ performance and perceived learning gains in an organic chemistry course. Moreover, this study demonstrates that a typically face-to-face active learning intervention can be successfully transitioned to an online setting.
Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools.
Peer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools.
Research and teaching
Assessing Preservice Teachers’ Experience With Wind Energy Education Through a Cooperative Learning Experience
The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning. However, the study concluded that these preservice teachers need to be exposed to several different energy education and awareness activities.
The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning.
The purpose of this study was to investigate knowledge and attitudes of preservice teachers toward wind energy education. The participants for this study were preservice teachers enrolled in a science methods for teachers course. The preservice teachers experienced wind energy education through cooperative learning experience and a hands-on wind energy activity. The results indicated that the preservice teachers did improve their knowledge and attitude toward green energy and cooperative learning.
Research & Teaching
Facilitating Conceptual Change by Engaging Students’ Preconceptions During College Science Classroom Instruction
Journal of College Science Teaching—January/February 2021 (Volume 50, Issue 3)
By Leilani A. Arthurs, Justin Elwonger, and Chelsie M. Kowalski
Whether to engage student preconceptions to facilitate conceptual change is an area of debate among conceptual change theorists. Here, we evaluate the efficacy of a preconceptions-based instructional sequence about groundwater previously described by (Arthurs, 2019). To assess the impact this instructional sequence had on facilitating the development of more expert-like mental models about groundwater among college students, this research is rooted in the design study methodology and framed within the knowledge integration perspective of conceptual change. The relation of the instructional sequence to conceptual change is investigated in terms of cognitive, temporal, and social considerations. Students’ responses to items in in-class activities, homework, exams, and pre- and postcourse surveys; the instructor’s lesson plans and notes; and classroom observations provide evidence of the preconceptions-based instructional sequence’s impact. We conclude the sequence has a significant positive impact on facilitating conceptual change for a range of student demographics, including gender and race.