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Curriculum and Instruction Commons

Open Access. Powered by Scholars. Published by Universities.®

Higher Education

City University of New York (CUNY)

Series

2011

Articles 1 - 2 of 2

Full-Text Articles in Curriculum and Instruction

Facebook Avatars, Or Doppelgangers, For The Academician: Ementoring Turned Educational Campaign, Jennifer Tang, Sarah Brennan Apr 2011

Facebook Avatars, Or Doppelgangers, For The Academician: Ementoring Turned Educational Campaign, Jennifer Tang, Sarah Brennan

Touchstone

Facebook, an innovative digital communication tool, boasts more than 500 million active users worldwide. Faculty nationwide can testify to the popularity of this social networking site. Ask a group of students in any classroom if they have used Facebook the night before, and teachers observe that most, if not all, hands would go up (Bugeja). Contrast this with the response of students if a professor inquired, “Who completed the reading or assignment I gave last night?” The results would most likely be different, regardless of the level of excellence the faculty member brings to the classroom.


The C.R.E.A.T.E. Approach To Primary Literature Shifts Undergraduates’ Self-Assessed Ability To Read And Analyze Journal Articles, Attitudes About Science, And Epistemological Beliefs, Sally G. Hoskins, David Lopatto, Leslie M. Stevens Jan 2011

The C.R.E.A.T.E. Approach To Primary Literature Shifts Undergraduates’ Self-Assessed Ability To Read And Analyze Journal Articles, Attitudes About Science, And Epistemological Beliefs, Sally G. Hoskins, David Lopatto, Leslie M. Stevens

Publications and Research

The C.R.E.A.T.E. (Consider,Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment)method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, …