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Robert M. Talbot; Laurel M. Hartley; Katrina Marzetta; Bryan S. Wee – Journal of College Science Teaching, 2015
Large-enrollment undergraduate science courses are often seen as "gatekeepers" and tend to support less-than-ideal pedagogical approaches. Student satisfaction with teaching and learning and gains in student conceptual understanding in these courses is often limited at best. At University of Colorado Denver, the Learning Assistant (LA)…
Descriptors: Undergraduate Students, Science Instruction, Class Size, Teaching Assistants
Keiner, Louis E.; Gilman, Craig – Journal of College Science Teaching, 2015
This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive…
Descriptors: Teacher Student Relationship, College Faculty, College Students, College Science
Welsh, Ashley J. – Journal of College Science Teaching, 2012
This paper examines students' mixed perceptions of the use of active learning techniques in undergraduate science lectures. Written comments from over 250 students offered an in-depth view of why students perceive these techniques as helping or hindering their learning and experience. Fourth- and fifth-year students were more likely to view…
Descriptors: Expectation, Active Learning, Student Attitudes, Undergraduate Students