Rock and mineral labs are fundamental in traditional introductory geology courses. Successful implementation of these lab activities provides students opportunities to apply content knowledge. Inquiry-based instruction may be one way to increase student success. Prior examination of published STEM labs indicates that geology labs, particularly…

Introductory psychology students need supports to read and think in a discipline-specific way when learning psychology theories. We tested the effectiveness of using a task-model steps chart to help students understand, evaluate, and use theories presented in their introductory psychology textbook and lecture videos. We randomly assigned 52…

Instructors often provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students receive feedback from the instructor. However, there is little…

Students often experience science, technology, engineering, and mathematics (STEM) courses as competitive, weed-out spaces. Learning Assistants (LAs) have potential to improve students' experiences in these courses. Previously, we elucidated themes describing the impact of LAs on students' sense of STEM belonging and science-related confidence in…

We have previously described the reformed introductory physics course, collaborative learning through active sense-making in physics (CLASP), for bioscience students at a large public research one university (Original University) and presented evidence that the course was more successful and more equitable than the course it replaced by several…

Part of learning science is practicing reasoning, but some of the most common approaches to science instruction offer students little opportunity to do that, especially in the whole-class setting of large-enrollment courses. We present and closely examine a single episode of instructor listening--an instructor deliberately adopting a stance, and…

In the modern American politics classroom, ideological and partisan conflict have the capacity to interfere with a healthy classroom environment. This problem is increasingly apparent when students engage questions at the heart of U.S. Constitutional design. By asking students to inhabit fictional roles with preferences and attitudes that may…

This article aims to provide an overview of an introductory MSW research course that introduced students to participatory action research (PAR) by investigating adverse childhood experiences (ACEs) among social work majors at a public university. Integrating trauma-informed pedagogy with Kolb's experiential learning model provided a framework for…