Students' academic performance improves when they use active study methods and discussion of study strategy efficacy can impact students' choice. Faculty often employ mid-semester wrappers to encourage student reflection on their study habits, so we explored whether exposure to research about learning embedded within post-exam wrappers was…

Metacognition and self-regulated learning are skills that contribute to student success, but few studies have examined these topics within a community college context. We addressed this lack of understanding by asking community college biology students to metacognitively reflect on their learning strategies. We took a novel approach in our…

Metacognition has been shown to lead to deeper, more durable, and more transferable learning (Bransford, Brown, & Cocking, 2000). This article describes a case study in which metacognition was introduced to undergraduate science (chemistry) classrooms. Students came to understand the difference between superficial memorization and real…

We present the theory and implementation of a review strategy based on testing rather than lecturing. We also show the results of a beginning-of-course review using the format of a two-stage examination, in which students complete a set of questions individually, then again as a group. This format offers several benefits compared with the typical…

This article describes a visual approach to integrating observational data into self-evaluation and peer review of teaching, practices that can lead to adoption of evidence-based active-learning strategies in STEM. This approach was designed to be implemented for undergraduate courses across disciplines. The presentation of observational data in a…

In order to be effective competitors in the marketplace, students must be able to think critically, communicate complex ideas through writing, collaborate with peers, and apply their knowledge of biological science to generate solutions for issues facing society. In this paper we examine the nature of the instructional tools, strategies, and…

Discusses the lack of study skills found among non-science majors. Provides examples of how science courses differ from other courses. Gives some methods to help students study more effectively. (MVL)

Describes a project known as the interactive lecture notebook in which students purchase an ordered copy of class notes in order to encourage better notetaking, save time and effort in lecture presentations, and involve students more actively in notetaking. Contains 16 references. (DDR)

The process of a successful undergraduate student-faculty research collaboration involving a student with documented learning disabilities is detailed. As the student developed research skills, she also learned how to develop her own learning strategies. At the same time, the faculty member learned strategies adaptable to all student-faculty…

Provides details of an advanced cell biology course that has as its overall design the critical reading and examination of primary literature. Contains guidelines to assist students in critical reading. (DDR)

Presents a conflict scenario for a case study on whether there is evidence of past life on Mars. Includes details about the use of this case study in developing an interdisciplinary approach to scientific ethics. (DDR)

Discusses the basis of a classification scheme for types of case studies. Four major classification headings are identified: (1) individual assignment; (2) lecture; (3) discussion; and (4) small group activities. Describes each heading from the point of view of several teaching methods. (DDR)

Described are three levels of information management with databases. Levels and methods of integration, computer supply and learning approach, dynamic resources, and self-tailored learning approaches are discussed. Examples of database records are provided. (CW)

Describes a Hebrew University program for academically disadvantaged students, focusing on a workshop component which emphasizes learning skills and study strategies. An evaluation of the workshop indicates that it leads to improved achievement in several academic fields (including the natural sciences). (DH)

Describes a classroom technique designed to inject an interactive discussion framework into the classroom and to focus students' attention on reading and absorbing information from a textbook. (DDR)