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Why Do We Assess Students? Investigating General Chemistry Instructors' Conceptions of Assessment Purposes and Their Relationships to Assessment Practices
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Lu Shi; Ying Wang; Jherian K. Mitchell-Jones; Marilyne Stains – Chemistry Education Research and Practice, 2024
Assessment plays a critical role in instruction and curriculum. Existing literature on instructors' assessment practices and related factors has been intensively focused on primary and secondary education. This study extended the contexts of previous literature to post-secondary chemistry education by exploring general chemistry instructors'…
Descriptors: Student Evaluation, Chemistry, Science Teachers, Evaluation Methods
Transformation of an Introductory Biology Course Sequence to Improve Student Success and Scaffold Learning
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Maynard H. Schaus; Victor R. Townsend Jr.; Shane Boyd; Deirdre Gonsalves-Jackson; Eric E. Johnson; Soraya M. Bartol; Marielle Postava-Davignon – Journal of STEM Education: Innovations and Research, 2024
In 2017, the Department of Biology at Virginia Wesleyan University modified its two-course introductory sequence in response to high DFW rates (>50% scoring a D, F, or withdrawing) in the first semester. The revised curriculum created a new third course and moved content that many students struggled with from the first semester to the third…
Descriptors: Introductory Courses, Biology, Science Education, Success
Promoting Fourth-Grade Students' Autonomy, Competence, and Relatedness through Service-Learning
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Candace Lapan; Sara E. Rimm-Kaufman; Eileen G. Merritt – Applied Developmental Science, 2024
The current study examined Connect Science, a service-learning program that incorporates social and emotional learning lessons and science lessons developed around Next Generation Science Standards. Guided by Self-Determination Theory, focus groups with 8 Connect Science classrooms and 8 control classrooms investigated fourth graders' experience…
Descriptors: Service Learning, Social Emotional Learning, Elementary School Students, Grade 4
True Story: The HyFlex Experience across Disciplines
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Kenyada McLeod; Pradnya Patet; Crystal Miller; Steve Carlisle; LaToya Reynolds; Shauna Mayo – Inquiry: The Journal of the Virginia Community Colleges, 2024
Brightpoint's HyFlex Pilot Program was a year-long project funded by the Online Virginia Network (OVN) to support faculty in the design and delivery of an actual HyFlex course. The cohort consisted of faculty who teach in the biology, architecture, early childhood, and web design disciplines. Participants worked in collaboration with one another…
Descriptors: Community Colleges, Blended Learning, Curriculum Design, Curriculum Implementation
Thinking Critically, Coding Creatively: Elevating Social Studies through Inquiry-Based Learning and Computer Science Integration
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Michael J. Berson; Ilene R. Berson; Kristen L. Franklin; Valerie N. Fawley; Perry S. Shank; Rebecca E. Dovi; Santiago Gasca; Eric D. Hochberg; Debra Bernstein – Social Education, 2024
The landscape of education is dynamically evolving with the infusion of technology into classrooms, but it is not just math or science disciplines that are getting a digital makeover. Social studies education has entered a transformative phase as well. The "Computer Science for Social Studies" project, funded by the National Science…
Descriptors: Critical Thinking, Active Learning, Inquiry, Social Studies
Development of a Novel Biology Laboratory Course for Incarcerated Students
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Elsa H.K. Spencer; Joanna R. Vondrasek – Inquiry: The Journal of the Virginia Community Colleges, 2024
Federal second chance Pell grants were recently made widely available to incarcerated students in the United States to fund undergraduate education. Piedmont Virginia Community College was a pilot site for this expansion and began full scale implementation of transfer-oriented associate degrees at three correctional centers in its service area.…
Descriptors: Community Colleges, Institutionalized Persons, Correctional Education, Biology