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Full-Text Articles in Life Sciences
What Questions Are On The Minds Of Stem Undergraduate Students And How Can They Be Addressed?, Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber Mccormick, Anya I. Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy Van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer
What Questions Are On The Minds Of Stem Undergraduate Students And How Can They Be Addressed?, Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber Mccormick, Anya I. Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy Van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer
School of Biological Sciences: Faculty Publications
Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories …
What Questions Are On The Minds Of Stem Undergraduate Students And How Can They Be Addressed?, Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber Mccormick, Anya I. Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy Van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer
What Questions Are On The Minds Of Stem Undergraduate Students And How Can They Be Addressed?, Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber Mccormick, Anya I. Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy Van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer
School of Biological Sciences: Faculty Publications
Addressing common student questions in introductory STEM courses early in the term is one way that instructors can ensure that their students have all been presented with information about how to succeed in their courses. However, categorizing student questions and identifying evidence-based resources to address student questions takes time, and instructors may not be able to easily collect and respond to student questions at the beginning of every course. To help faculty effectively anticipate and respond to student questions, we 1) administered surveys in multiple STEM courses to identify common student questions, 2) conducted a qualitative analysis to determine categories …