The last decade has seen an explosion of new pedagogical programs, modules, and curricula in undergraduate STEM courses. Despite the importance of effective dissemination in spreading such programs to a broader community of users, relatively little attention is typically given to the needs of potential adopters. In this paper, we build on previous…

Recent science reform advocates for the inclusion of engineering design to teach science and represents a shift to so-called three-dimensional (3D) learning. This shift often requires science instructors to adapt their current curriculum to integrate 3D learning. To support this shift, the current study illustrates the collaborative development…

This article describes a community mentoring model for UREs that avoids some of the common pitfalls of the traditional paradigm while harnessing the power of learning communities to provide young scholars a stimulating collaborative STEM research experience.

How does the degree of inquiry-based laboratory instruction impact student performance and student perseverance in the laboratory portion of a first-semester general chemistry course? The implementation of a new first-semester general chemistry laboratory curriculum provided an opportunity to address this question. A modified version of…

In the new ecohydrology major at the University of Nevada, Reno (UNR), students learn about the relationships between hydrologic mechanisms and ecological patterns and processes in watersheds and aquatic systems. The curriculum provides students with the option of meeting the requirements for federal positions as a hydrologist (GS 1315) and is…

Reports the outcomes of a mentoring program for students in an introductory anatomy and physiology course. Exam scores and retention in the course improved as a result of the program. (Contains 17 references.) (DDR)

Discusses the importance of a course that teaches about the biology of women. Focuses on the interplay between the biological and social issues in the course. (DDR)

Describes a curriculum in Environmental Sciences adopted by the University of Maryland Eastern Shore. Includes lists of lower-level courses for the first two years, required courses, and recommended electives. Discusses cooperative education/on-the-job training component, implementation, and evaluation. (Author/JN)

A college shares insights on the development and integration of a new molecular biology major into the curriculum. (ZWH)

Challenges the accepted view in America that the modern undergraduate student takes longer to graduate than the traditional four years. Evaluates a 10-year record of geoscience students who graduated from three programs. Contains 17 references. (DDR)

Describes a course designed to teach students the fundamentals of coastal oceanography and the scientific methodologies used in studying this field. Business applications of this information also play an important role in the course. (DDR)

Describes a course that focuses on the practice of science as it is done by professionals in specific disciplines and offers opportunities to communicate the connections and relationships among the scientific disciplines. (DDR)

Speculates on the place of computers and defining the student-computer relationship within the context of biology education. Discusses the value of computer simulations. (DDR)

Outlines a program that involves prospective teachers in three science content courses on earth, life, and physical science accompanied by educational seminars, a science methods course, and student teaching with an educator trained to work with prospective science teachers. (DDR)

Presents strategies to motivate at-risk students to take advantage of campus remediation resources. Strategies include identifying and responding to these students through a study skills remediation program and improvements in the general chemistry course. (DDR)