by Ashley Juavinett | Oct 7, 2022 | news
Vaccines are an important and societally relevant biology topic, but it is unclear how much college biology students know about how vaccines work and what inaccurate ideas they have about that process. Therefore, we asked more than 600 college students taking biology...
by Ashley Juavinett | Mar 3, 2022 | news
When experts analyze figures from scientific papers, they spontaneously offer criticisms and follow up experiments. Can students do the same, if the assignment prompts them to do so? The answer is yes: upper division students critique and offer follow-up experiments,...
by Ashley Juavinett | Jan 3, 2022 | news
Neuroscience education is at an impasse—we need to teach students coding, but many institutions do not have the resources to do so. Here, I outline three major barriers, as well as solutions, to bringing programming education into our undergraduate and graduate...
by bcslocal | Feb 19, 2021 | news
In this paper, we identified common student questions regarding how to succeed in introductory STEM courses, and provide evidence-based strategies for how to address student questions in class. Read the paper!
by bcslocal | Jan 14, 2021 | news
In this paper, we observed the first day of class from 23 instructors of introductory STEM courses at three institutions, and characterized the structure of the first day as well as non-content talk used by the instructors. Read the paper!
by Ashley Juavinett | Jan 4, 2021 | news
Assessments are common in undergraduate classrooms, with formats including multiple-choice and open-ended (in which the students must generate their own answers) questions. While much is known about the strategies that students use when taking multiple-choice...
