Volume 46, Number 3

Ecosystems: Interactions, Energy, and Dynamics

A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.

Volume 46, Number 3

Ecosystems: Interactions, Energy, and Dynamics

A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.

Volume 46, Number 3

Ecosystems: Interactions, Energy, and Dynamics

A healthy ecosystem can be defined as one that “has the ability to maintain its structure and function over time in the face of external stress.” Managing ecosystems in a manner that creates resilience and long-term sustainability is more crucial than ever.

Volume 60, Number 3

Energy

In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.

Volume 60, Number 3

Energy

In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.

Volume 60, Number 3

Energy

In this issue of Science and Children, we address energy by examining how it can be a starting point for deeper learning, help build student-generated testable questions, foster scientific explanations, and allow students to trace energy through ecosystems.

“Energy is liberated matter, matter is energy waiting to happen.”

— Bill Bryson, A Short History of Nearly Everything

“Energy is liberated matter, matter is energy waiting to happen.”

— Bill Bryson, A Short History of Nearly Everything

Many undergraduates use research internships to gain experience for graduate school. Science, technology, engineering, and mathematics (STEM) programs involve heavy research and lab work duties, for which students are often unprepared and lack opportunities for practice. Evidence supports Undergraduate Research Experience (URE) programs’ ability to improve retention in STEM, but research has not conclusively identified what students need to do to excel in these programs.

Many undergraduates use research internships to gain experience for graduate school. Science, technology, engineering, and mathematics (STEM) programs involve heavy research and lab work duties, for which students are often unprepared and lack opportunities for practice. Evidence supports Undergraduate Research Experience (URE) programs’ ability to improve retention in STEM, but research has not conclusively identified what students need to do to excel in these programs.

Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving programmatic changes and ensuring positive outcomes. In this article, we use a mixed-methods approach to analyze the perspectives of LAs and faculty in Boston University’s LA program.

Learning Assistant (LA) programs oversee and support undergraduate instructors and faculty members who work together to facilitate student learning in a variety of classroom settings. The success of an LA program is tied to experiences of the participants; therefore, understanding the perceptions of LAs and faculty is central to driving programmatic changes and ensuring positive outcomes. In this article, we use a mixed-methods approach to analyze the perspectives of LAs and faculty in Boston University’s LA program.

Visual elements such as graphs, tables, and diagrams are essential components of scientific writing. Although scientific writing textbooks and guides often contain information on how to design such visuals, little has been written on how to effectively discuss those visuals within the text. This article offers a novel heuristic for teaching students how to effectively execute these “passages about visuals” in a way that is both conceptually simple enough to be understood by novices yet rich enough to accommodate the complexity of expert scientific writing.

Visual elements such as graphs, tables, and diagrams are essential components of scientific writing. Although scientific writing textbooks and guides often contain information on how to design such visuals, little has been written on how to effectively discuss those visuals within the text. This article offers a novel heuristic for teaching students how to effectively execute these “passages about visuals” in a way that is both conceptually simple enough to be understood by novices yet rich enough to accommodate the complexity of expert scientific writing.