Cargando…

Moving the Needle: Evidence of an Effective Study Strategy Intervention in a Community College Biology Course

Many science, technology, engineering, and math (STEM) community college students do not complete their degree, and these students are more likely to be women or in historically excluded racial or ethnic groups. In introductory courses, low grades can trigger this exodus. Implementation of high-impa...

Descripción completa

Detalles Bibliográficos
Autores principales:	Vemu, Sheela, Denaro, Kameryn, Sato, Brian K., Williams, Adrienne E.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	American Society for Cell Biology 2022
Materias:	General Essays and Articles
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9508909/ https://www.ncbi.nlm.nih.gov/pubmed/35544204 http://dx.doi.org/10.1187/cbe.21-08-0216

Ejemplares similares

Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data
por: Denaro, Kameryn, et al.
Publicado: (2021)

Exploring Two-Year College Biology Instructors’ Preferences around Teaching Strategies and Professional Development
por: Wise, Sarah B., et al.
Publicado: (2022)

The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses
por: Busch, Carly A., et al.
Publicado: (2023)

Mathematical Biology at an Undergraduate Liberal Arts College
por: de Pillis, Lisette, et al.
Publicado: (2010)

Aspects of Large-Enrollment Online College Science Courses That Exacerbate and Alleviate Student Anxiety
por: Mohammed, Tasneem F., et al.
Publicado: (2021)

Broadening Access to STEM through the Community College: Investigating the Role of Course-Based Research Experiences (CREs)
por: Hanauer, David I., et al.
Publicado: (2022)

What College Biology Students Know about How Vaccines Work
por: Kahlon, Gavina, et al.
Publicado: (2022)

Getting by with a Little Help from Friends: A Qualitative Case Study of Students’ Strategies for Coping with Failure in an Undergraduate Biology Laboratory Course
por: Shim, Soo Won, et al.
Publicado: (2022)

Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
por: Chen, Xinnian, et al.
Publicado: (2021)

“Big Ideas” of Introductory Chemistry and Biology Courses and the Connections between Them
por: Roche Allred, Zahilyn D., et al.
Publicado: (2022)

Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement
por: Upchurch, Allison M., et al.
Publicado: (2022)

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students
por: Hsu, Jeremy L., et al.
Publicado: (2021)

The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses
por: Smith, Michelle K., et al.
Publicado: (2011)

Moving beyond GK–12
por: Ufnar, J. A., et al.
Publicado: (2012)

Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory
por: Jeong, Sophia, et al.
Publicado: (2022)

Evaluating the Representation of Community Colleges in Biology Education Research Publications following a Call to Action
por: Creech, Catherine, et al.
Publicado: (2022)

Collaborative Teaching plus (CT+): A Timely, Flexible, and Dynamic Course Design Implemented during Emergency Remote Teaching in an Introductory Biology Course
por: Dulai, Kamal S., et al.
Publicado: (2022)

Teaching Biology through Statistics: Application of Statistical Methods in Genetics and Zoology Courses
por: Colon-Berlingeri, Migdalisel, et al.
Publicado: (2011)

Beyond the Cell: Using Multiscalar Topics to Bring Interdisciplinarity into Undergraduate Cellular Biology Courses
por: Weber, Carolyn F.
Publicado: (2016)

Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE)
por: DeChenne-Peters, S. E., et al.
Publicado: (2022)

Enhancing Interdisciplinary Mathematics and Biology Education: A Microarray Data Analysis Course Bridging These Disciplines
por: Tra, Yolande V., et al.
Publicado: (2010)

Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course
por: Treacy, Daniel J., et al.
Publicado: (2011)

Engaging with CC Bio INSITES: Experiences of Barriers, Supports, and Belonging in Community College Faculty Participating in Biology Education Research
por: Chen Musgrove, Miranda M., et al.
Publicado: (2022)

Reframing Educational Outcomes: Moving beyond Achievement Gaps
por: Shukla, Sarita Y., et al.
Publicado: (2022)

A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
por: Wang, Cong, et al.
Publicado: (2021)

Increased Pass Rates in Introductory Biology: Benefits and Potential Costs of Implementing a Mathematics Prerequisite in a Community College Setting
por: Kiser, Stacey L., et al.
Publicado: (2022)

Effects of Remote Teaching in a Crisis on Equity Gaps and the Constructivist Learning Environment in an Introductory Biology Course Series
por: Zuckerman, Austin L., et al.
Publicado: (2021)

Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses
por: Clemmons, Alexa W., et al.
Publicado: (2022)

“It’s completely erasure”: A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses
por: Casper, A. M. Aramati, et al.
Publicado: (2022)

Impact of Interdisciplinary Undergraduate Research in Mathematics and Biology on the Development of a New Course Integrating Five STEM Disciplines
por: Caudill, Lester, et al.
Publicado: (2010)

A Course-Based Undergraduate Research Experience (CURE) in Biology: Developing Systems Thinking through Field Experiences in Restoration Ecology
por: Stanfield, Erin, et al.
Publicado: (2022)

Signaling Inclusivity in Undergraduate Biology Courses through Deliberate Framing of Genetics Topics Relevant to Gender Identity, Disability, and Race
por: Hales, Karen G.
Publicado: (2020)

Unveiling Concealable Stigmatized Identities in Class: The Impact of an Instructor Revealing Her LGBTQ+ Identity to Students in a Large-Enrollment Biology Course
por: Busch, Carly A., et al.
Publicado: (2022)

Improving big citizen science data: Moving beyond haphazard sampling
por: Callaghan, Corey T., et al.
Publicado: (2019)

Cultivating PhD Aspirations during College
por: Jones, Daniela S., et al.
Publicado: (2022)

“Moving the Science Forward”: Faculty Perceptions of Culturally Diverse Mentor Training Benefits, Challenges, and Support
por: White-Lewis, Damani K., et al.
Publicado: (2022)

Do No Harm: Moving Beyond Weight Loss to Emphasize Physical Activity at Every Size
por: Dollar, Emily, et al.
Publicado: (2017)

Identifying systemic inequity in higher education and opportunities for improvement
por: Denaro, Kameryn, et al.
Publicado: (2022)

“It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course
por: Clements, Thomas P., et al.
Publicado: (2022)

Moving Human Embryonic Stem Cells from Legislature to Lab: Remaining Legal and Ethical Questions
por: Greely, Henry T
Publicado: (2006)

Cannot write session to /tmp/vufind_sessions/sess_b04oio7hjpu7eptde3isoal4r0