JoinSpecial Feature
The Impact of Online STEM Teaching and Learning During COVID-19 on Underrepresented Students’ Self-Efficacy and Motivation
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Sami Kahn, Janet Vertesi, Sigrid Adriaenssens, Julia Byeon, Mona Fixdal, Kelly Godfrey, Jérémie Lumbroso, and Kasey Wagoner
Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these students develop strong self-efficacy and motivation in STEM during the college years is key to addressing the “leaky” STEM pipeline. To determine whether the rapid shift to online teaching and learning during the COVID-19 pandemic exacerbated or mitigated inequities for college-level STEM students, we examined correlations between demographic and sociocultural factors and students’ self-assessments on indicators of self-efficacy and motivation. Our findings suggest that students from underrepresented groups were differentially negatively impacted by the shift to online teaching and learning, particularly with regard to access to study spaces, the internet, and peers. However, we found that the loss of traditional laboratories was not particularly impactful on any students’ motivation or self-efficacy, regardless of a course’s levels of dependence on such labs, as students were generally more impacted by concerns about family members’ health and loss of social and structural supports than academic experiences. We discuss these results in light of psychosocial theory and suggest pedagogical and structural changes that can support more equitable outcomes in online and in-person college-level STEM education.
Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these students develop strong self-efficacy and motivation in STEM during the college years is key to addressing the “leaky” STEM pipeline.
Female students, students of color, first-generation students, and low-income students face considerable barriers in access to STEM education, leading to their underrepresentation in STEM fields. Ensuring that these students develop strong self-efficacy and motivation in STEM during the college years is key to addressing the “leaky” STEM pipeline.
Point of View
Operationalizing the Duty of Care Through Rubrics
Journal of College Science Teaching—July/August 2022 (Volume 51, Issue 6)
By Emily Faulconer
Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be leveraged for duty of instruction is course rubrics. Including clear safety criteria in the rubric operationalizes the duty of care and allows students to clearly understand safety expectations and competencies. Specifically, the use of organizing schemes such as RAMP (recognize hazards, assess risks, minimize risks, prepare for emergencies) in rubrics can provide clear communication to students.
Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be leveraged for duty of instruction is course rubrics. Including clear safety criteria in the rubric operationalizes the duty of care and allows students to clearly understand safety expectations and competencies.
Laboratory experiments are a key aspect of science education. However, they do have risks, and accidents do happen. Science educators have a duty of care, which includes duty of instruction. One tool that can be leveraged for duty of instruction is course rubrics. Including clear safety criteria in the rubric operationalizes the duty of care and allows students to clearly understand safety expectations and competencies.
Volume 51, Number 6
This issue of JCST Research and Teaching column includes: an interesting interdisciplinary look at using arts-integrated professional development to enhance environmental education; a study showing that computer-based exams do not disadvantage students; how to use an argumentative writing prompt to support non-science majors
Volume 51, Number 6
This issue of JCST Research and Teaching column includes: an interesting interdisciplinary look at using arts-integrated professional development to enhance environmental education; a study showing that computer-based exams do not disadvantage students; how to use an argumentative writing prompt to support non-science majors
Volume 51, Number 6
This issue of JCST Research and Teaching column includes: an interesting interdisciplinary look at using arts-integrated professional development to enhance environmental education; a study showing that computer-based exams do not disadvantage students; how to use an argumentative writing prompt to support non-science majors
Volume 59, Number 6
Volume 59, Number 6
Volume 59, Number 6
Volume 89, Number 6
Societal Issues in the STEM
Volume 89, Number 6
Societal Issues in the STEM
Volume 89, Number 6
Societal Issues in the STEM
Volume 45, Number 6
Energy is a cross-disciplinary subject that extends far beyond the natural sciences into the social sciences.
Volume 45, Number 6
Energy is a cross-disciplinary subject that extends far beyond the natural sciences into the social sciences.
Volume 45, Number 6
Energy is a cross-disciplinary subject that extends far beyond the natural sciences into the social sciences.
Freebies and Opportunities From the Field for Science and STEM Teachers, July 5, 2022
By Debra Shapiro
Archive Book Beat Live! Time to Get Ready for the Solar Eclipse Double-Header, August 17, 2022
NSTA’s two award-winning books, Solar Science: Exploring Sunspots, Seasons, Eclipses, and More, and When the Sun Goes Dark provide the perfect resources to help you and your students get ready for the next two solar eclipses coming to the U.S. during the 2023-2024 school year.
NSTA’s two award-winning books, Solar Science: Exploring Sunspots, Seasons, Eclipses, and More, and When the Sun Goes Dark provide the perfect resources to help you and your students get ready for the next two solar eclipses coming to the U.S. during the 2023-2024 school year.
NSTA’s two award-winning books, Solar Science: Exploring Sunspots, Seasons, Eclipses, and More, and When the Sun Goes Dark provide the perfect resources to help you and your students get ready for the next two solar eclipses coming to the U.S. during the 2023-2024 school year.
NSTA’s two award-winning books, Solar Science: Exploring Sunspots, Seasons, Eclipses, and More, and When the Sun Goes Dark provide the perfect resources to help you and your students get ready for the next two solar eclipses coming to the U.S. during the 2023-2024 school year.