The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning.

The COVID-19 pandemic forced instructors to suddenly pivot from in-person to remote teaching and students to rapidly adapt their learning strategies. During this emergency instruction period, 21 semistructured, one-on-one interviews were conducted to learn about students’ experiences and perceptions about remote instruction in two introductory chemistry courses at two public southwestern universities. Themes that emerged from the interviews include challenges experienced, adaptations, and recommendations for improving remote learning.

This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension.

This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students’ study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students employ more effective active-learning strategies like problem-solving and group discussions, and low-performing students rely on passive techniques such as rereading without comprehension.

Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South.

Although most students in nonmajor biology courses will not enter careers in science, they will need a working understanding of biology and how it relates to their lives to make informed decisions on important topics that will affect their lives, including food, environment, energy, and health. This research seeks to improve on nonmajors’ understanding of biology and how it relates to their personal lives. This study was conducted in a biology course for nonmajors at a large urban university in the mid-South.

Educational efforts to promote effective oral science communication at the undergraduate level tend to reinforce strategies related to impression management. Students are taught tactics that can be used to create the impression of competent science communication without reflectively considering epistemological beliefs. Deeper aspects of oral science communication, including underlying epistemic functions, are overlooked. In this article, we examine an undergraduate biology course that includes student reflection about the nature of science communication.

Educational efforts to promote effective oral science communication at the undergraduate level tend to reinforce strategies related to impression management. Students are taught tactics that can be used to create the impression of competent science communication without reflectively considering epistemological beliefs. Deeper aspects of oral science communication, including underlying epistemic functions, are overlooked. In this article, we examine an undergraduate biology course that includes student reflection about the nature of science communication.

This article presents a semester-long, interdisciplinary project-based learning (PBL) suitable for secondary and postsecondary students enrolled in a second-semester (i.e., intermediate) meteorology course. This case-study approach builds on the research question “What atmospheric conditions lead to tornadoes, hail, and damaging winds locally?” Students work collaboratively in a series of five activities, using an online database analyzing map and weather data from a subset of severe weather events.

This article presents a semester-long, interdisciplinary project-based learning (PBL) suitable for secondary and postsecondary students enrolled in a second-semester (i.e., intermediate) meteorology course. This case-study approach builds on the research question “What atmospheric conditions lead to tornadoes, hail, and damaging winds locally?” Students work collaboratively in a series of five activities, using an online database analyzing map and weather data from a subset of severe weather events.

As part of a larger study investigating the perceptions of university academics about science, technology, engineering, and mathematics (STEM); STEM learning environments; and necessary capabilities for STEM educators at a university, this article reports a sample of academics’ perceptions of STEM and its teaching and learning, as gleaned from their Draw a STEM Learning Environment (D-STEM) depictions and associated texts.

As part of a larger study investigating the perceptions of university academics about science, technology, engineering, and mathematics (STEM); STEM learning environments; and necessary capabilities for STEM educators at a university, this article reports a sample of academics’ perceptions of STEM and its teaching and learning, as gleaned from their Draw a STEM Learning Environment (D-STEM) depictions and associated texts.

A lateral flow assay was designed and optimized as an independent study project that aimed to develop an assay for the qualitative detection of troponin assay. Lateral flow assays (the classic example being a pregnancy test) have the advantage of being rapid, specific, and user-friendly. They are composed of an absorbent pad, a nitrocellulose membrane, a conjugate pad, and a sample pad with laminated backing. The nitrocellulose membrane is marked with antibodies at a control line and test line, which change color to red when troponin is detected.

A lateral flow assay was designed and optimized as an independent study project that aimed to develop an assay for the qualitative detection of troponin assay. Lateral flow assays (the classic example being a pregnancy test) have the advantage of being rapid, specific, and user-friendly. They are composed of an absorbent pad, a nitrocellulose membrane, a conjugate pad, and a sample pad with laminated backing. The nitrocellulose membrane is marked with antibodies at a control line and test line, which change color to red when troponin is detected.

Volume 52, Number 6

Volume 52, Number 6

Volume 52, Number 6

Volume 90, Number 6

Engaging All Students in Our Science Classes

Making science engaging for ALL students requires each of us to know our students as learners with individual interests and identities.

Volume 90, Number 6

Engaging All Students in Our Science Classes

Making science engaging for ALL students requires each of us to know our students as learners with individual interests and identities.

Volume 90, Number 6

Engaging All Students in Our Science Classes

Making science engaging for ALL students requires each of us to know our students as learners with individual interests and identities.