Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (4)
- Other Physical Sciences and Mathematics (3)
- Physical Sciences and Mathematics (3)
- Curriculum and Social Inquiry (2)
- Educational Assessment, Evaluation, and Research (2)
-
- Medical Education (2)
- Medicine and Health Sciences (2)
- Other Medicine and Health Sciences (2)
- Arts and Humanities (1)
- Biology (1)
- Communication (1)
- Curriculum and Instruction (1)
- Educational Leadership (1)
- Educational Methods (1)
- Educational Technology (1)
- Engineering (1)
- Feminist, Gender, and Sexuality Studies (1)
- Interprofessional Education (1)
- Lesbian, Gay, Bisexual, and Transgender Studies (1)
- Online and Distance Education (1)
- Other Communication (1)
- Other Education (1)
- Other Engineering (1)
- Other Feminist, Gender, and Sexuality Studies (1)
- Queer Studies (1)
- Scholarship of Teaching and Learning (1)
- Publication
- Publication Type
Articles 1 - 5 of 5
Full-Text Articles in Other Life Sciences
Surveying First-Year Stem Students’ Self-Reported Knowledge, Skills, And Attitudes Towards Teamwork, Gregory R. Goldsmith, Camilla Acosta
Surveying First-Year Stem Students’ Self-Reported Knowledge, Skills, And Attitudes Towards Teamwork, Gregory R. Goldsmith, Camilla Acosta
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
The ability to work in a team is cited as a key outcome for many undergraduate Science, Technology, Engineering, and Mathematics (STEM) programs, both as a method for improving learning and as a highly desired trait for employers. Despite a growing focus on teamwork, our ability to design appropriate teamwork curriculum is limited by our poor understanding of what students arriving at university know about teamwork, what teamwork skills they consider themselves to possess, and their attitudes towards teamwork. We delivered a mixed-methods survey to first-year STEM undergraduate students (n = 205) to benchmark knowledge, skills and attitudes towards …
A Guided Ungrading Example For Independent Research Projects In An Upper-Division Ecosystem Ecology Stem Course, Christine S. O'Connell
A Guided Ungrading Example For Independent Research Projects In An Upper-Division Ecosystem Ecology Stem Course, Christine S. O'Connell
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Ungrading is a pedagogical approach that, in some iterations, emphasizes formative feedback and student self-assessment over traditional point-based grading. While increasingly popular in the humanities and social sciences, ungrading remains uncommon in STEM courses, particularly those that are content-intensive. This article presents a structured example of ungrading implemented in an upper-division ecosystem ecology course through a 7-week independent research project. Students used public or previously collected ecological data to investigate a scientific question, culminating in a short-format, manuscript-style research paper and a 10 min oral presentation. The project was scaffolded with multiple checkpoints, including structured reflections, peer review, and instructor …
Science Communication Training Imparts Confidence And Influences Public Engagement Activity, Christina M. Swords, Jerlym S. Porter, Amy J. Hawkins, Edwin Li, Melissa Rowland-Goldsmith, Matthew D. Koci, John F. Tansey, Nicole C. Woitowich
Science Communication Training Imparts Confidence And Influences Public Engagement Activity, Christina M. Swords, Jerlym S. Porter, Amy J. Hawkins, Edwin Li, Melissa Rowland-Goldsmith, Matthew D. Koci, John F. Tansey, Nicole C. Woitowich
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
The impacts of science are felt across all socio-ecological levels, ranging from the individual to societal. In order to adapt or respond to scientific discoveries, novel technologies, or biomedical or environmental challenges, a fundamental understanding of science is necessary. However, antiscientific rhetoric, mistrust in science, and the dissemination of misinformation hinder the promotion of science as a necessary and beneficial component of our world. Scientists can promote scientific literacy by establishing dialogues with nonexperts, but they may find a lack of formal training as a barrier to public engagement. To address this, the American Society for Biochemistry and Molecular Biology …
Disrupting Cisheteronormativity In Stem Through Humanism, Meg C. Jones, Desiree Forsythe, Rachel Friedensen, Annemarie Vaccaro, Ryan A. Miller, Ezekiel Kimball, Rachael Forester
Disrupting Cisheteronormativity In Stem Through Humanism, Meg C. Jones, Desiree Forsythe, Rachel Friedensen, Annemarie Vaccaro, Ryan A. Miller, Ezekiel Kimball, Rachael Forester
Biology, Chemistry, and Environmental Sciences Faculty Books and Book Chapters
Cisheteronormativity is prevalent throughout college STEM discourses and classrooms. In this paper, we present findings from a U.S. based study focused on the experiences of collegiate STEM students with minoritized identities of sexuality and gender (MIoSG) as the backdrop for discussing how current harmful ideologies in STEM perpetuate cisheteronormativity through discursive practice. We propose that humanistic classrooms and pedagogy can work to dismantle cisheteronormative D/discourses in STEM and create MIoSG inclusive STEM classrooms and programs. Our findings highlight the ways participants experienced cisheteronormative D/discourses in their collegiate STEM contexts. We discuss how these experiences might be mitigated through humanistic educational …
Stem Education In College: An Analysis Of Stakeholders’ Recent Challenges And Potential Solutions, Santanu De, Georgina Arguello
Stem Education In College: An Analysis Of Stakeholders’ Recent Challenges And Potential Solutions, Santanu De, Georgina Arguello
FDLA Journal
A vast majority of academic disciplines and curricula in the college center around Science, Technology, Engineering, and Mathematics (STEM), which are critical to developing the skills necessary for a global workforce. Rapid changes in pedagogical setups, educational modes, and advances in instructional technology entail diverse challenges for key stakeholders (i.e. students, faculty, and the organizations). This paper highlights the most relevant challenges and potential solutions in STEM higher education at the college level, reported in the last decade. The holistic analysis combining the three stakeholders’ perspectives would help elucidate significant contemporary aspects impacting the fields. The goal is to further …