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Chemical Cargo Carrier
An engineering design challenge using Newton’s laws
The Science Teacher—March/April 2023 (Volume 90, Issue 4)
By Marta Stoeckel, Angela Peterson, Lisa Ortmann, and Gillian Roehrig
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Experiential Mindfulness
Connecting Mindful Breathing to Human Physiology
Research & Teaching
Teaching in Tandem
Using Graphs in an Active-Learning Classroom to Shape Students’ Understanding of Biology Concepts
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Emily G. Weigel and Aakanksha Angra
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms. Specifically, we sought to understand how frequent use of published graphing materials (Angra & Gardner 2016, 2018) and freely available primary literature and data repositories, complemented by active-learning instructional approaches, in an upper-level animal behavior lecture course affect student graph knowledge and interpretation skills. The effectiveness of graphing materials and students’ graphing abilities were evaluated by three exams over the course of the semester. Findings revealed overall improvement with graph choice and interpretation abilities, particularly in interpreting the purpose of the graph, the nature of the data, and the relationships between independent and dependent variables and take-home messages. These findings support and extend the utility of the graphing materials to undergraduate lecture courses and illustrate the progression of student learning with graph choice and interpretation.
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms.
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms.
Research & Teaching
An Interdisciplinary STEM Course-Based Undergraduate Research Experience Establishes a Community of Practice and Promotes Psychosocial Gains
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Elizabeth A. Majka, Kyle F. Bennett, Thomas P. Sawyer, Jon L. Johnson, and Merrilee F. Guenther
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors. We describe the details of Science Bootcamp, then present assessment data verifying that the course includes key CURE design features (opportunities for collaboration, discovery/relevance, iteration) and successfully establishes a community of practice. Students who participated in Science Bootcamp reported psychosocial gains (e.g., increased belonging and science self-efficacy) from pre-CURE to post-CURE, a pattern distinct from a comparison group. Psychosocial gains, in turn, were positively associated with students’ intention to remain in STEM. We also found that each CURE course design feature was related to at least one psychosocial outcome. Our authentic, interdisciplinary CURE model is flexible, scalable, and economical, making it feasible for institutions to integrate this approach into their own undergraduate-based research initiatives.
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors.
Course-based undergraduate research experiences (CUREs) represent an economical and practical way for institutions to equitably offer research experiences to large numbers of students. Although the benefits of CUREs are well documented, most CURE models are not guided by theory and are discipline specific, which limits their application. We used a community of practice framework to develop an interdisciplinary, authentic CURE course (Science Bootcamp) for first-year STEM majors.
Research & Teaching
3D-Printed Laboratory Accessories as a Conduit for a Multidisciplinary Undergraduate Research Experience
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Ethan S. Quinn, Brian Sylcott, Nathaneal T. Green, Joi P. Walker, and Robert M. Hughes
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses. This article details a collaboration between engineering and chemistry faculty to develop a pipeline of interdisciplinary, research-based projects for second-year engineering students. Chemistry laboratories are a good fit for this approach because they require a wide array of machinery and hardware for experimentation. This work also takes advantage of recent trends toward do-it-yourself labware that has been used with increasing frequency in colleges and universities through expanded access to 3D printing labs. Specifically, we present 3D printing projects as a potential conduit between chemistry and engineering that can enable engineering students to use their design skills to contribute immediately to laboratory projects. Our findings show that this approach allows engineering faculty to meet course objectives while involving students in interdisciplinary research that offers tangible benefits to chemistry laboratories.
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses.
Although undergraduate research experience has proven to have positive effects on student outcomes, such opportunities are not always widely available. Options can be especially limited for early-career engineering students who have limited research experience. One approach to addressing this issue is to partner engineering instructors with active research laboratories to build research experiences into general engineering courses.
Research & Teaching
Science Assessments as a Learning Opportunity
Feedforward With Multiple Attempts
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Emily Faulconer and John Griffith
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt. Students perceived the feedback as useful in preparing for their second attempt. Future research should include investigations of why some students do not make a second quiz attempt and in what ways feedback is used (or not). This study demonstrates the effectiveness of this feedforward with multiple attempts strategy in multiple introductory science courses taught fully online.
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt.
Feedback best practices support timely, high-quality feedback with application opportunity. Multiple attempts on assessments support learning gains. A learning management system can be used to automatically provide feedback for application on a future assessment attempt. Current research has not thoroughly investigated the student impacts or opinions on this combined strategy. In this study, students took a second attempt 46% of the time, scoring an average of 10.1% higher on their second attempt. More than 60% of students who failed their first attempt completed a second attempt.
Research & Teaching
Adaptation of Project-Based Learning Concepts to the Organic Chemistry I Laboratory Curriculum in a Small College Environment
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Ilirian Dhimitruka and Geetha Surendran
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum. Students were asked to identify ethanol-water combinations that yield basil plant extracts rich in hydroxycinnamic acids, with optimal ultraviolet screening capabilities. The project addressed an issue of health and environmental concern that students found appealing. Instructors provided handouts, literature search guidelines, and training. Individual students solved part of the PBL project; to achieve meaningful conclusions, students were compelled to collaborate. The learning goals were to gain experience in performing an efficient literature search, performing mathematical calculations, plotting informative and aesthetic graphs, identifying relations between theoretical concepts and experimental data, and presenting conclusions to a scientific audience. Feedback was obtained using a Student Assessment of their Learning Gains instrument. Students presented their research in local conferences. The PBL sequence concept, supplementing the traditional curriculum rather than replacing it, proved to be a successful active and inclusive teaching practice.
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum.
Project-based learning (PBL) research is shown to improve students’ higher-order thinking skills. In this article, we describe an adaptation of the PBL model that is suitable for colleges with limited science, technology, engineering, and mathematics research capabilities. Our objective was to design a meaningful research project requiring minimal extracurricular resources. A PBL sequence of 4 weeks, centered around three experiments, was embedded into the traditional curriculum.
Research & Teaching
Exploring the Role of Student Seating Preference and Performance in a Large Introductory STEM Course
Where to Sit?
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Chloe Wasendorf, Audrey McCombs, and Nancy Boury
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room. Although students sitting in the back had worse performance in all five categories measured (attendance, unit exams, in-class work, final exam, and final course grade), these differences were eliminated by the mediating effect of attendance in all cases but those involving in-class work and unit exams. Students chose to sit where they did for diverse reasons. The results of this study demonstrate the relative importance of attendance and seat position on student performance in a large general biology course.
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room.
Most introductory courses are held in large lecture halls, with students typically sitting in either the front, middle, or back of the classroom. In a mixed-methods study of student attendance, performance, and seat choice, we found that students who chose to sit behind their peers performed nearly a full grade level worse than their peers who sat in the middle and front of the classroom. They also attended class significantly less often than students in the front and middle of the room.
Remote Learning
Impacts of a Prerequisite Online Laboratory Course
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Elizabeth V. Jones, Michael Evans, and Carrie Shepler
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum. Two student groups in a fully in-person General Chemistry 2 laboratory course were studied in spring 2021—those who completed the prerequisite lab course online (N = 258) and those who fulfilled the prerequisite via an exam or dual-enrollment programs (N = 85). Using paired pre- and postsurveys, we examined student perceptions of their affective and cognitive learning and found the mode of prerequisite course did not affect student perceptions of cognitive learning but did influence affective expectations and perceived experiences. Herein, we discuss the divergences between the two student groups, the role the prerequisite online lab course played in student downstream learning, and recommendations for science lab instructors as institutions shift back to in-person environments.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
In response to remote learning needs during the COVID-19 pandemic, introductory lecture and laboratory courses typically delivered fully in person were offered in a completely virtual format for the first time. Introductory laboratory courses are pivotal foundations for future discipline-specific learning and serve as prerequisites for a myriad of upper-level courses. To understand the impact of taking a prerequisite laboratory course online, we launched a study within our introductory chemistry curriculum.
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Teaching Green Chemistry Through Student-Generated Open Educational Resources
Journal of College Science Teaching—March/April 2023 (Volume 52, Issue 4)
By Krystal Grieger and Alexey Leontyev
This article describes the implementation of a student-generated open educational resource project into a majors’ organic chemistry laboratory. This scaffolded semester-long project was organized into six phases and designed to promote the goals of teaching students about both green chemistry and real-life applications of the reactions covered in the course while simultaneously creating open educational resources for future students. A project-based learning approach was utilized to promote student engagement, especially during remote instruction. To further promote engagement, multiple opportunities for peer feedback were provided using web-based software that supports anonymous feedback. The effect of the project on cognitive learning gains and student perceptions was assessed and is reported. Overall, positive learning gains on green chemistry knowledge and skills were observed, and most students viewed the project favorably.