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Articles 1 - 8 of 8
Full-Text Articles in Science and Mathematics Education
Clarity On Cronbach’S Alpha Use, Jack Barbera, Nicole Naibert, Regis Komperda, Thomas C. Pentecost
Clarity On Cronbach’S Alpha Use, Jack Barbera, Nicole Naibert, Regis Komperda, Thomas C. Pentecost
Chemistry Faculty Publications and Presentations
The Cronbach’s alpha (α) statistic is regularly reported in science education studies. However, recent reviews have noted that it is not well-understood. Therefore, this commentary provides additional clarity regarding the language used when describing and interpreting alpha and other estimates of reliability.
Multicourse Comparative Study Of The Core Aspects For Flipped Learning: Investigating In-Class Structure And Student Use Of Video Resources, Nicole Naibert, Emryse Geye, Michael M. Phillips, Jack Barbera
Multicourse Comparative Study Of The Core Aspects For Flipped Learning: Investigating In-Class Structure And Student Use Of Video Resources, Nicole Naibert, Emryse Geye, Michael M. Phillips, Jack Barbera
Chemistry Faculty Publications and Presentations
Since 2013, the number of publications on flipped learning within chemistry have steadily increased. However, most of these studies focus on flipped course reforms within individual institutions, while the outcomes of any learning environment are dependent on how the environment is structured and the degree to which students interact with its elements. In this study, we apply a coordinated set of assessment practices to investigate similarities among flipped chemistry courses at five institutions in the United States. All courses in the study followed the two basic tenets of flipped learning: (1) foundational information was delivered through preclass materials (PCMs), and …
Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report, Erin L. Dolan, Michelle Borrero, Kristine Callis-Duehl, Miranda M. Chen Musgrove, Joelyn De Lima, Isi Ero-Tolliver, Laci M. Gerhart, Emma Goodwin, Lindsey R. Hamilton, Meredith A. Henry, Jose Herrera, Bethany Huot, Stacey Kiser, Melissa E. Ko, Marcy E. Kravec, Mark Lee, Lisa B. Limeri, Melanie E. Peffer, Debra Pires, Juan S. Ramirez Lugo, Starlette M. Sharp, Nicole A. Suarez
Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report, Erin L. Dolan, Michelle Borrero, Kristine Callis-Duehl, Miranda M. Chen Musgrove, Joelyn De Lima, Isi Ero-Tolliver, Laci M. Gerhart, Emma Goodwin, Lindsey R. Hamilton, Meredith A. Henry, Jose Herrera, Bethany Huot, Stacey Kiser, Melissa E. Ko, Marcy E. Kravec, Mark Lee, Lisa B. Limeri, Melanie E. Peffer, Debra Pires, Juan S. Ramirez Lugo, Starlette M. Sharp, Nicole A. Suarez
Biology Faculty Publications and Presentations
The 2019 Undergraduate Biology Education Research Gordon Research Conference (UBER GRC), titled “Achieving Widespread Improvement in Undergraduate Education,” brought together a diverse group of researchers and practitioners working to identify, promote, and understand widespread adoption of evidence-based teaching, learning, and success strategies in undergraduate biology. Graduate students and postdocs had the additional opportunity to present and discuss research during a Gordon Research Seminar (GRS) that preceded the GRC. This report provides a broad overview of the UBER GRC and GRS and highlights major themes that cut across invited talks, poster presentations, and informal discussions. Such themes include the importance of …
Investigation Of Evidence For The Internal Structure Of A Modified Science Motivation Questionnaire Ii (Msmq Ii): A Failed Attempt To Improve Instrument Functioning Across Course, Subject, And Wording Variants, Regis Komperda, Kathryn Hosbein, Michael M. Phillips, Jack Barbera
Investigation Of Evidence For The Internal Structure Of A Modified Science Motivation Questionnaire Ii (Msmq Ii): A Failed Attempt To Improve Instrument Functioning Across Course, Subject, And Wording Variants, Regis Komperda, Kathryn Hosbein, Michael M. Phillips, Jack Barbera
Chemistry Faculty Publications and Presentations
The Science Motivation Questionnaire II (SMQ II) was developed to measure aspects of student motivation in college-level science courses. Items on the SMQ II are structured such that the word ‘science’ can be replaced with any discipline title (e.g., chemistry) to produce a discipline-specific measure of student motivation. Since its original development as the Science Motivation Questionnaire and subsequent refinement, the SMQ II and its discipline-specific variants have been used in a number of science education studies. However, many studies have failed to produce acceptable validity evidence for their data based on the proposed internal structure of the …
Work-In-Progress: Implementing Sophomore Cornerstone Courses In Electrical And Computer Engineering, Branimir Pejcinovic, Melinda Holtzman, Phillip Wong
Work-In-Progress: Implementing Sophomore Cornerstone Courses In Electrical And Computer Engineering, Branimir Pejcinovic, Melinda Holtzman, Phillip Wong
Electrical and Computer Engineering Faculty Publications and Presentations
Many engineering programs have significant project-based courses in the freshman and senior years. The project component in our freshman year-long sequence evolves from minimally structured projects, like designing and building Rube-Goldberg contraptions, to more complex microcontroller-based projects where formal tools for teamwork and project management are introduced. However, we do not yet enforce strict adherence to procedures and processes in the freshman year. This is unlike the senior capstone, where the expectation is that students will not only be familiar with these methods but will use them effectively throughout their projects. This presents an obvious problem: what happens in the …
Addressing Diversity And Inclusion Through Group Comparisons: A Primer On Measurement Invariance Testing, Guizella A. Rocabado, Regis Komperda, Jennifer E. Lewis, Jack Barbera
Addressing Diversity And Inclusion Through Group Comparisons: A Primer On Measurement Invariance Testing, Guizella A. Rocabado, Regis Komperda, Jennifer E. Lewis, Jack Barbera
Chemistry Faculty Publications and Presentations
As the field of chemistry education moves toward greater inclusion and increased participation by underrepresented minorities, standards for investigating the differential impacts and outcomes of learning environments have to be considered. While quantitative methods may not be capable of generating the in-depth nuances of qualitative methods, they can provide meaningful insights when applied at the group level. Thus, when we conduct quantitative studies in which we aim to learn about the similarities or differences of groups within the same learning environment, we must raise our standards of measurement and safeguard against threats to the validity of inferences that might favor …
Assessing Differences Between Three Virtual General Chemistry Experiments And Similar Hands-On Experiments, Cory Hensen, Gosia Glinowiecka-Cox, Jack Barbera
Assessing Differences Between Three Virtual General Chemistry Experiments And Similar Hands-On Experiments, Cory Hensen, Gosia Glinowiecka-Cox, Jack Barbera
Chemistry Faculty Publications and Presentations
To date the efficacy of virtual experiments is not well understood. To better understand what differences may exist between a hands-on learning environment and a virtual learning environment, three experiments were chosen for investigation. For each experiment, approximately half of the students completed a hands-on version of the experiment and the other half completed a virtual version. After completing the given experiment, students were compared on: their ability to meet the learning objectives for that experiment, their responses to six affective scales, and their grade on a laboratory report. Differences were found on four learning objectives. Two of these learning …
Design Of Rubrics For Student Outcomes In 2019-2020 Abet Criteria, Branimir Pejcinovic
Design Of Rubrics For Student Outcomes In 2019-2020 Abet Criteria, Branimir Pejcinovic
Electrical and Computer Engineering Faculty Publications and Presentations
ABET is the main accreditation body for engineering programs in the United States and they have recently introduced a new set of Student Outcomes. This set was reduced from 11 to 7 items by combining several outcomes into one and adding some new ones. In our electrical and computer engineering programs we decided to design a set of seven general rubrics, one for each ABET outcome. These rubrics could then be used unaltered if course content fits them, or they can be adjusted to fit a particular course. To use a common description for rubrics, we wanted to keep the …