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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.
 

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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

Virtual Coaching PLCs In and Out of School

 

Feature

Small Instructional Changes to Emphasize Data Modeling Practices

Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)

By Joshua W. Reid, Candice M. Quinn, Zhigang Jia, Ryan Jones, and Anna Grinath

Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices. Additionally, we describe how these small changes fostered student thinking and discussions about variation in data, sources of variability, the importance of shared procedures, and predictions of sampling variability. We argue that instructors do not have to redesign curriculum to emphasize data modeling practices. Instead, this manuscript presents small instructional changes that can be implemented within a variety of undergraduate science classrooms and laboratories.

 

Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices.
Data modeling practices are often invisible to students in introductory biology courses. However, developing a well-rounded understanding of these practices is critical for scientific literacy. Furthermore, introductory undergraduate science laboratory courses are often taught by graduate students or novice instructors with little autonomy, pedagogical preparation, and support to implement changes. In this manuscript, we describe three small instructional changes that can be used to create space for student reasoning about and interaction with data modeling practices.
 

Editorial

STEM Education as a Vital Preventive Response to a Pandemic

Journal of College Science Teaching—March/April 2021 (Volume 50, Issue 4)

By Katherine Baker, Emily Faulconer, Oliver Grundmann, Sarah Haines, Tyra Hall-Pogar, Lisa Kenyon, Susan Meabh Kelly, Peter Lindeman, Brian Schmaefsky, Candace Timpte, and David Wojnowski

 

STEM 101 – Federal Policy Considerations for Moving STEM Forward

By Kevin Anderson, President, Council of State Science Supervisors

Posted on 2021-02-16

Transforming Science Learning: Teaching Science to Address Societally Pressing Phenomena and Challenges: The COVID-19 Pandemic and Systemic Racism, March 24, 2021

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Join us on Wednesday, March 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

The COVID-19 pandemic offers an unprecedented context to explore and engage all students in societally relevant problems. The presentation proposes an instructional framework for STEM education, by foregrounding justice and capitalizing on new advances in STEM disciplines, that can support justice-centered decision-making and solutions to societally pressing phenomena and challenges.

Archive: Science Update: COVID-19 Vaccines: What are They and How Do They Work?, March 18, 2021

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

The intent of this web seminar is to provide the attendees with some basic background information about vaccines and how this relates to the current COVID-19 vaccines approved for use.  This web seminar will not provide medical, legal, or policy advice or opinions on the current COVID-19 pandemic.

 

Freebies for Science Teachers, February 16, 2021

By Debra Shapiro

Freebies for Science Teachers, February 16, 2021

 

Designing for Social Justice in Science Teaching and Learning: Working Toward Rightful Presence

By Angela Calabrese Barton and Edna Tan

Posted on 2021-02-11

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