Pub Date : 2023-09-01DOI: 10.1080/0047231x.2023.12315886
Man-Yin Tsang, Lisa Tutty, Carl-Georg Bank
{"title":"The Effectiveness of Cooperative Learning in Teaching Quantitative Reasoning With Ternary Diagrams in a Science Class","authors":"Man-Yin Tsang, Lisa Tutty, Carl-Georg Bank","doi":"10.1080/0047231x.2023.12315886","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315886","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139343692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/0047231x.2023.12315873
Thomas M. Onorato, Nathalie Oulhen, Gerardo Reyes, Stephany Foster, Cosmo Pieplow, Janet E. Rollins, J. A. Brashears, Claudette Davis, Ian Alberts, Ingrid D. Veras, Gary Wessel
Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger. In this analogy, the student is seen as a consumer of knowledge. Academic food sovereignty, on the other hand, aims to shift the focus from student knowledge consumership to student knowledge producership. Our efforts to democratize authentic undergraduate research experiences and our computational biology approach to the discovery and analysis of sea star ovarian gene expression aim to shift the paradigm to sustainably realize “academic food sovereignty.” Essential for this paradigm shift is the realization that faculty of community colleges and primarily undergraduate institutions can be valued in equal partnership with research-intensive institutions. In this article, we report how a genuine, sustainable inter-institutional partnership formed; developed into a community-college centric, authentic course-based undergraduate research experience (aCURE); and evolved into a pandemic-resilient small tri-institutional networked aCURE. Qualitative and quantitative data on the impacts of our efforts are presented, and the broader impacts of this academic bridging and learner-autonomy-respecting bidirectional partnership are discussed. Sustainability is essential for “academic food sovereignty,” and we emphasize the many legs of the proverbial stool for stability in the future.
{"title":"A Pandemic-Resilient CURE Shifts Community College Students From Knowledge Consumers to Authentic Knowledge Producers","authors":"Thomas M. Onorato, Nathalie Oulhen, Gerardo Reyes, Stephany Foster, Cosmo Pieplow, Janet E. Rollins, J. A. Brashears, Claudette Davis, Ian Alberts, Ingrid D. Veras, Gary Wessel","doi":"10.1080/0047231x.2023.12315873","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315873","url":null,"abstract":"Academic food security aims to provide students with sufficient access to knowledge (one key academic nutrient) in order to limit intellectual hunger. In this analogy, the student is seen as a consumer of knowledge. Academic food sovereignty, on the other hand, aims to shift the focus from student knowledge consumership to student knowledge producership. Our efforts to democratize authentic undergraduate research experiences and our computational biology approach to the discovery and analysis of sea star ovarian gene expression aim to shift the paradigm to sustainably realize “academic food sovereignty.” Essential for this paradigm shift is the realization that faculty of community colleges and primarily undergraduate institutions can be valued in equal partnership with research-intensive institutions. In this article, we report how a genuine, sustainable inter-institutional partnership formed; developed into a community-college centric, authentic course-based undergraduate research experience (aCURE); and evolved into a pandemic-resilient small tri-institutional networked aCURE. Qualitative and quantitative data on the impacts of our efforts are presented, and the broader impacts of this academic bridging and learner-autonomy-respecting bidirectional partnership are discussed. Sustainability is essential for “academic food sovereignty,” and we emphasize the many legs of the proverbial stool for stability in the future.","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/0047231x.2023.12315885
Alison Singer, Caitlin Kirby, Eleanor Rappolee
{"title":"Using Fiction and Nonfiction Readings in Climate Change Education","authors":"Alison Singer, Caitlin Kirby, Eleanor Rappolee","doi":"10.1080/0047231x.2023.12315885","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315885","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/0047231x.2023.12315880
Carly Yadon
{"title":"Student Self-Care in the Sciences: A Self-Care Intervention in an Undergraduate Physiological Psychology Course","authors":"Carly Yadon","doi":"10.1080/0047231x.2023.12315880","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315880","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139346445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1080/0047231x.2023.12315877
Laura E. Swann, Jonathan L. Hall, Katie Vaccaro-Garska, Samantha R. Seals, Pamela P. Benz
{"title":"Development and Implementation of an Undergraduate STEM Peer Coaching Program","authors":"Laura E. Swann, Jonathan L. Hall, Katie Vaccaro-Garska, Samantha R. Seals, Pamela P. Benz","doi":"10.1080/0047231x.2023.12315877","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315877","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139346622","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315867
Joby L. Hilliker, Shannon Hilliker
{"title":"Research Project-Based Learning in Meteorology Using an Online Severe Weather Events Archive","authors":"Joby L. Hilliker, Shannon Hilliker","doi":"10.1080/0047231x.2023.12315867","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315867","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315860
Mark Milanick
{"title":"How I Inadvertently Misled Some Students","authors":"Mark Milanick","doi":"10.1080/0047231x.2023.12315860","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315860","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139365590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315861
Pouya Bahrami, Denice Blanco, Hannah Thetford, Li Ye, Julia Y. K. Chan
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. These themes show that despite unprecedented challenges, students are capable of developing new ways of learning through a variety of approaches. Guided by action research and the Community of Inquiry framework, the two instructors acknowledged and reflected on students’ voices gathered from interview data, then designed and implemented custom pedagogical strategies in their remote courses in subsequent semesters. The collaboration and reflection between the two instructors provide an example of professional development for educators and how they can embrace challenges and transform them into opportunities for growth and learning. The article also discusses implications for improving the quality of remote instruction and connecting with relevant stakeholders.
{"title":"Capturing Student and Instructor Experiences, Perceptions, and Reflections on Remote Learning and Teaching in Introductory Chemistry Courses During COVID-19","authors":"Pouya Bahrami, Denice Blanco, Hannah Thetford, Li Ye, Julia Y. K. Chan","doi":"10.1080/0047231x.2023.12315861","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315861","url":null,"abstract":"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. These themes show that despite unprecedented challenges, students are capable of developing new ways of learning through a variety of approaches. Guided by action research and the Community of Inquiry framework, the two instructors acknowledged and reflected on students’ voices gathered from interview data, then designed and implemented custom pedagogical strategies in their remote courses in subsequent semesters. The collaboration and reflection between the two instructors provide an example of professional development for educators and how they can embrace challenges and transform them into opportunities for growth and learning. The article also discusses implications for improving the quality of remote instruction and connecting with relevant stakeholders.","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139365341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315868
Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, Bradley Austin, Tiffany Bretzlaff
{"title":"Biology Students’ Views of Science Communication: A Reflective Approach to Oral Communication in Undergraduate Education","authors":"Alandeom W. Oliveira, A. Brown, Marissa Carroll, Elizabeth Blenkarn, Bradley Austin, Tiffany Bretzlaff","doi":"10.1080/0047231x.2023.12315868","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315868","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139366016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-01DOI: 10.1080/0047231x.2023.12315869
V. Hatisaru, A. Seen, Sharon Fraser
{"title":"Perceptions of Teaching and Learning of STEM Revealed in University Academics’ Drawings","authors":"V. Hatisaru, A. Seen, Sharon Fraser","doi":"10.1080/0047231x.2023.12315869","DOIUrl":"https://doi.org/10.1080/0047231x.2023.12315869","url":null,"abstract":"","PeriodicalId":81643,"journal":{"name":"Journal of college science teaching","volume":"197 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139364985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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