This paper presents important findings that were observed as interconnected key elements of high-quality co-teaching of a physics course for pre-service science teachers while the collaborating faculty experienced a "pedagogical convergence." This pedagogical convergence is akin to the "conceptual convergence" that Roschelle…

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be used to create inclusive learning materials and activities in the higher education science classroom. A UDL Academy introduced science faculty to the UDL framework, which led to them implementing UDL in…

In this article, we describe a study in which a validated motivational survey was used to investigate the effect of working in mixed or same-gender groups on physics self-efficacy and self-reported peer influence on self-efficacy in a calculus-based introductory physics course in which women are severely underrepresented both in our sample and in…

Self-regulated learning (SRL) is the metacognitive aspect of learning that goes beyond learning content and skills. With SRL, students are aware of their content understanding and learning progress and use advanced thinking skills to create goals and improve their academic achievement. In this action research, SRL strategies were integrated into…

The incorporation of evidence-based practices into the classroom increases achievement and retention of students in STEM. However, the effectiveness of these practices depends on the degree to which faculty are knowledgeable about the strategies and implement the strategies in their teaching. This study investigates the familiarity, adoption, and…

In this paper, we provide examples of interactions with instructors that women in physics courses find condescending or intimidating based upon data from individual interviews with women in physics courses. We also provide some examples of interactions in Science Technology Engineering and Mathematics (STEM) courses that women found validating.…

Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and…

The Peer Assisted Learning (PAL) program at Sacramento State was established in 2012 with one section supporting introductory chemistry. The program now serves 17 courses with high rates of students who receive a D or an F or withdraw (DFW) from the course in biology, chemistry, mathematics, physics, and statistics; the program enrolls…

This study investigates the relationship between study methods and exam performance in introductory physics courses. Data were collected over 3 years through surveys to examine students' study habits, perceived effectiveness of techniques, and the correlation between time allocation and exam grades. Results indicate that high-achieving students…

In this article, we discuss Micro Assignment Guided Inquiry and Collaboration (MAGIC), an active learning method that draws on the merits of inquiry-based learning in STEM courses. We describe the use of Micro Assignments (MAs) consisting of a series of short, instructive guiding questions that scaffold the course material. Students work through…

An introductory physics course may be run like a video game, where students have an almost unlimited number of attempts to demonstrate their competencies through a sequence of zero-penalty assessments until the end of a semester. Each checkpoint is conducted as a 10-minute, one-on-one oral interview with the instructor, and students are not…

We propose cross-disciplinary learning as a construct that can guide instruction and assessment in programs that feature sequential learning across multiple science disciplines. Crossdisciplinary learning combines insights from interdisciplinary learning, transfer, and resources frameworks and highlights the processes of resource activation,…

This article describes and illustrates a physics course for first-year college students whose only knowledge of physics is that they do not like the subject. The physics content is driven entirely by what appears in the daily newspapers and generally covers most physics topics in a semester. This course was structured as a learning community that…

In this paper we put forth a model for physics course reform that uniquely uses proven, research-based active-learning strategies to help students improve their physics knowledge and problem-solving skills. In this study, we compared the exam performance of students in two sections of the same introductory physics course. One section (the…

A study was done at a mid-sized public university in the Midwest of the United States. At this university, there are three large classes taught in Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-UP) classrooms: algebra-based introductory physics, calculus-based introductory physics, and introductory statistics.…