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Full-Text Articles in Education
Keeping Up With The Research Needs Of Students: Librarian-Led Information Literacy Instruction In Pre-Health Writing Courses, Beth Nardella, Jennifer Monnin
Keeping Up With The Research Needs Of Students: Librarian-Led Information Literacy Instruction In Pre-Health Writing Courses, Beth Nardella, Jennifer Monnin
Georgia International Conference on Information Literacy
Despite the high-achieving nature of many undergraduate students who would like a career in the health professions after completing their education, pre-health students often struggle with information literacy. The discipline-specific databases and unfamiliar citation formats offer new challenges, even for upper-level students who have nearly completed a 4-year degree. The Health Sciences Library is often a place where pre-health students find a quiet place to study alongside med students, but until their third-year science writing course, they may not have considered the Library’s primary purpose. For these students, a traditional librarian-led demonstration of relevant subject databases, citation managers, and library …
Recruitment & Retention Of Students With Disabilities In Extracurricular Stem Activities, Karin Fisher, Peggy Shannon-Baker, Kania Greer, Barbara Serianni, Kayla Fitzgibbons
Recruitment & Retention Of Students With Disabilities In Extracurricular Stem Activities, Karin Fisher, Peggy Shannon-Baker, Kania Greer, Barbara Serianni, Kayla Fitzgibbons
National Youth Advocacy and Resilience Conference
This presentation will share the research and data the team has collected through two studies on SWD and informal STEM learning environments. We will examine why SWD do not participate in extracurricular STEM activities and what can be done by teachers and club sponsors to mitigate these barriers.
Lessons Learned In Designing Active Learning Modules For The Stem Classroom, Anna M. Christianson
Lessons Learned In Designing Active Learning Modules For The Stem Classroom, Anna M. Christianson
Pedagogicon Conference Proceedings
For students to become real partners in their education, they must shift from a model of passive absorption of knowledge to one of active participation in constructing knowledge. To encourage this shift, I have designed a variety of active learning modules for my introductory chemistry classes, from short participation polls to full-length case studies. When well-implemented, in-class activities can be a valuable experience for students to practice applying their knowledge with instructor guidance. In this report, I will share both successes and challenges encountered in designing student-friendly active learning modules in an introductory science course.