1 10 5 https://bestpractices-scied.sites.grinnell.edu/files/original/16e832ea5ee47c013688b38b2f0ec1bf.pdf b40182ef9842c71cee88036f32244b41 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gender gap on concept inventories in physics: What is consistent, what is inconsistent, and what factors influence the gap? Subject The topic of the resource Physics education research article Description An account of the resource Adrian Madsen, Sarah B. McKagan, and Eleanor C. Sayre conduct a review of studies examining the gender gap in physics concept inventories, which are standardized multiple-choice tests that are used to assess conceptual understanding in physics. Across the Force Concept Inventory (FCI) and Force and Motion Conceptual Evaluation (FMCE), the authors found that men consistently scored higher than women on pre and post assessments, even when alternative teaching methods were used. The authors review over 30 potential contributing factors, such as prior preparation, test design, and social factors. They conclude that there is no single cause that explains the gap, rather it is a combination of contributing factors. The authors findings reveal how complex achieving equity in physics education is and conclude that there needs to be more research regarding course design and how to better support all learners. Creator An entity primarily responsible for making the resource Adrian Madsen, Sarah B. McKagan, Eleanor C. Sayre Source A related resource from which the described resource is derived American Association of Physics Teachers, Kansas State University Publisher An entity responsible for making the resource available American Physical Society Date A point or period of time associated with an event in the lifecycle of the resource 18 November, 2013 Type The nature or genre of the resource Scholarly Article https://bestpractices-scied.sites.grinnell.edu/files/original/69a4fdb0c8ba4661c1c3c419acbca804.pdf 7e3ec76d0e729a7ecbedb26f8fab16c2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Cultivate Classroom Equity Subject The topic of the resource Undergraduate Biology Education Description An account of the resource Kimberly Tanner argues that the way in which classrooms are structured plays a pivotal role in shaping both student equity and engagement. Tanner offers 21 specific teaching strategies (such as think-pair-share, random calling, and structured opportunities for participation) that help ensure that all students have opportunities to contribute, rather than having a few confident students dominate discussions. Although the article is grounded in biology education, the strategies the article highlights are applicable across all teaching disciplines, showing that even small structural changes can affect how equal opportunities in class participation and learning are distributed. Creator An entity primarily responsible for making the resource Dr. Kimberly D. Tanner Source A related resource from which the described resource is derived CBE—Life Sciences Education Publisher An entity responsible for making the resource available https://www.lifescied.org/ Date A point or period of time associated with an event in the lifecycle of the resource Published 13 October 2017 Language A language of the resource English https://bestpractices-scied.sites.grinnell.edu/files/original/52656bcab8d1036e04cfc65a78463881.pdf a9594e5628480592d49692d1992e5051 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Journal article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Learning Styles: Concepts and Evidence Subject The topic of the resource Education psychology research article Description An account of the resource The idea that students learn best when teaching is tailored to their individual learning styles (such as being a visual or tactile learner) is becoming increasingly popular in education, with many books, workshops, and commercial tests created around the concept. In their article, Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork argue that while the appeal of catering towards different learning styles is strong, there is little scientific or empirical evidence to suggest that such practices improve student outcomes. Creator An entity primarily responsible for making the resource Harold Pashler, Mark McDaniel, Doug Rohrer, Robert Bjork Source A related resource from which the described resource is derived https://doi.org/10.1111/j.1539-6053.2009.01038.x Publisher An entity responsible for making the resource available Association for Psychological Science Date A point or period of time associated with an event in the lifecycle of the resource December 1, 2009 Contributor An entity responsible for making contributions to the resource Psychological Science in the Public Interest Format The file format, physical medium, or dimensions of the resource .PDF file Type The nature or genre of the resource Psychology/Education Article https://bestpractices-scied.sites.grinnell.edu/files/original/df88684bc510e1f34c3625b0cab640d3.pdf 0d0936e0e7c04f189eb23827cbdce278 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students Subject The topic of the resource Strategies to reduce student stress/anxiety Description An account of the resource University students who take STEM (Science, Technology, Engineering, and Mathematics) classes often have high levels of stress and anxiety, which negatively influences learning, performance, and persistence. These students are also at a greater risk of leaving university altogether. In this essay, Jeremy Hsu and Gregory Goldsmith claim that instructors have an important, though often underappreciated, role in addressing student stress and anxiety. The essay outlines five categories of strategies that instructors can use to help students feel less anxious and more supported, and these strategies can be applied to other subjects outside of the sciences. Creator An entity primarily responsible for making the resource Jeremy L. Hsu, Gregory R. Goldsmith, Cynthia Brame (Monitoring Editor) Source A related resource from which the described resource is derived https://doi.org/10.1187/cbe.20-08-0189 Publisher An entity responsible for making the resource available CBE - Life Sciences Education Date A point or period of time associated with an event in the lifecycle of the resource February 26, 2021 Contributor An entity responsible for making contributions to the resource American Society for Cell Biology Format The file format, physical medium, or dimensions of the resource Scientific Journal Article Type The nature or genre of the resource Education Article https://bestpractices-scied.sites.grinnell.edu/files/original/a9f754567010b474bfce4aece05d85bd.pdf 94fec4cf7ecdf73f32e9cd8feda6f189 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Scholarly journal article Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Science Majors Vs. Nonmajors: Is There a Difference? Marshall D. Sundberg, Michael L. Dini Subject The topic of the resource Scientific literacy amongst STEM and non-STEM college students Description An account of the resource Marshall Sundberg and Michael Dini challenged the common assumption that non-STEM majors need a “watered-down” version of an introductory biology course. By using pre- and post-tests from introductory biology exams, they compared the learning outcomes between majors and nonmajors at Louisiana State University. Both groups entered with similarly low levels of biological knowledge, but by the end of the course, nonmajors performed as well as (or in some cases better than) majors on core concepts, despite taking a less detail-heavy course. The authors concluded that focusing on key ideas, their relevance, and conceptual understanding may be more effective than overwhelming students (who most likely haven’t taken a college science class before) with terminology and jargon. Their results also suggest that the supposed divide between majors and nonmajors is more myth than reality, and that a “less is more” approach could better serve all students, regardless of their major. Creator An entity primarily responsible for making the resource Journal of College Science Teaching Source A related resource from which the described resource is derived https://eric.ed.gov/?id=EJ473533 Publisher An entity responsible for making the resource available Journal of College Science Teaching Date A point or period of time associated with an event in the lifecycle of the resource March-April 1993 Contributor An entity responsible for making contributions to the resource Louisiana State University Format The file format, physical medium, or dimensions of the resource .PDF file Type The nature or genre of the resource Education article