Article
Chemistry, Multidisciplinary
Madalyn Wilson-Fetrow, Vanessa Svihla, Brandon Burnside, Abhaya Datye
Summary: This study investigated students' first experiences with a CURE in a chemical engineering laboratory course. It found that students' prior experiences shaped their expectations about the CURE, and offering students constrained agency allowed them to recognize authentic supports and overcome failure.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Geoffrey M. Bowers, Randolph K. Larsen, Kelly Y. Neiles
Summary: This paper discusses the impact of a new scholarly laboratory model on a research skills curriculum at a Carnegie Bachelor's institution. Students in the scholarly lab gain discipline tools and engage in instructor's scholarly work, improving their research skills and engagement.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Amanda L. L. Wolfe, P. Ryan Steed
Summary: Embedding Course-based Undergraduate Research Experiences (CUREs) into chemistry curricula has been proven to deepen students' understanding, improve problem-solving skills, and increase retention. However, translating CURE data into publishable science is challenging due to various barriers.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Alyssa L. Pirinelli
Summary: This process helps students discover their interests in novel research areas, craft hypotheses, design experiments, and learn to anticipate experimental outcomes before participating in peer evaluation.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Judith N. Currano, Madeleine M. Joullie
Summary: The experiment aims to teach students how to use literature to design and support novel research, assigning new heterocyclic cores to help students identify potential research areas and practical applications in an industrial setting requesting funding for future development.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Wendy A. Loughlin, Sarah L. Cresswell
Summary: The study evaluates the impact of using video resources to improve students' laboratory skills, with a three-stage model of forethought, performance, and self-reflection. Students demonstrated autonomous learning by engaging with the laboratory videos using active and passive learning approaches. Increased student grades and more effective staff-student supervision time requirements were evident across both third-year undergraduate chemistry courses in which these videos were implemented.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Enze Chen, Mark Asta
Summary: This article discusses how to incorporate data science and informatics into STEM curricula using open-source Jupyter Book software. By creating a digital and interactive textbook, students can have a more immersive learning experience. The integration of Python programming exercises, prose, graphics, slides, and discussion questions in a unified web interface, as well as the interactive programming capabilities provided by JupyterHub cloud infrastructure, help students interrogate code, test hypotheses, and deepen their comprehension.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
David L. A. Scarborough, Rod Hall, Kellie E. N. Vanderkruk
Summary: Inquiry- and context-based learning can enhance student motivation and interest, develop critical thinking skills, and improve assessment outcomes. This study applied IBL research projects in university chemistry courses and incorporated elements of CBL. Informal student surveys showed that the projects improved students' critical thinking, communication, and experimental design skills. Students appreciated the opportunity to delve deep into a single topic and found the projects to be reflective of real scientific work. They also identified areas for improvement in subject administration, marking schemes, and access to resources.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Chemistry, Multidisciplinary
Joi P. Walker, William E. Allen, Lindsey Clevenger, Kathryn N. Hosbein, Anthony M. Kennedy, Heather Vance-Chalcraft, Brandon Whiting
Summary: Course-based Undergraduate Research Experiences (CUREs) refer to transforming a traditional undergraduate course into a research-intensive course, providing an alternative pathway for undergraduate students to engage in research. This manuscript presents the findings from a qualitative study on the impact of social interactions in the learning and practices of students enrolled in a CURE sequence. The study highlights the importance of communities of practice (CoP) as a framework for understanding the learning that occurs in this context.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Stanna K. Dorn, Jane D. Newman, Julia C. van Kessel, Laura C. Brown
Summary: The course-based undergraduate research experience involves synthesizing molecules, testing in biological assays, and designing compound libraries.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Chemistry, Multidisciplinary
Elizabeth E. Karlsson, Jia-Hao Hu, Michael J. Davern, Yidan Gong, Jin Yan, Jason D. Surratt, Aleksandr V. Zhukhovitskiy
Summary: The high demand for nonbiodegradable petroleum-based N95 and surgical masks due to SARS-CoV-2 challenges the recycling industry. This research explores alginate and soy-based materials as alternatives for mask fabrication, which are cheap and readily available materials that require no specialized equipment.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Article
Education & Educational Research
Sarah Praskievicz
Summary: This study presents a modular design for implementing fieldwork in geography education, specifically focusing on inquiry-based research on local streams. Preliminary support for the effectiveness of this design in enhancing student learning is provided by quantitative and qualitative evaluations from students, as well as their work products. The practical advantages of this design include cost and time savings, manageable group sizes, and addressing common concerns about accessibility, equity, and risk management. Although further systematic assessment is needed, the pedagogical benefits potentially involve the development of critical thinking, problem-solving, communication, interpersonal, and affective skills.
JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Ashley R. Gouger, Jaime E. Mirowsky
Summary: Traditional laboratory courses focus on basic skills but lack critical thinking and independence. Project-based learning (PBL) is being used to encourage students to think and collaborate. In an Analytical Chemistry course, a PBL experience was implemented with a two-tiered approach to teach practical skills and complete research projects. Students reported increased confidence in lab, research, report writing, and presentation skills after completing the PBL.
JOURNAL OF CHEMICAL EDUCATION
(2022)
Review
Chemistry, Multidisciplinary
Field M. Watts, Jon-Marc G. Rodriguez
Summary: This review synthesizes 68 articles published between 2016 and 2022 on chemistry Course-based Undergraduate Research Experiences (CUREs), providing an overview of CURE implementation across different institutions, course lengths, chemistry subdisciplines, and target student levels. The review also explores the variations in CURE components and methods for evaluating CURE impact, along with strategies for adapting CUREs to different settings. It serves as a valuable resource for instructors looking to develop or adapt CUREs in their courses.
JOURNAL OF CHEMICAL EDUCATION
(2023)
Article
Chemistry, Multidisciplinary
Shegufa Shetranjiwalla, Nicole Leach, Lori Van Belle, Kassidy Kingdon
Summary: Students evaluated the effectiveness of different sunscreens by combining analytical chemistry and organic chemistry knowledge, identifying the reasons for variations in photoprotection levels among sunscreens with the same SPF values.
JOURNAL OF CHEMICAL EDUCATION
(2021)
Article
Education & Educational Research
Z. Yasemin Kalender, Emily Marshman, Christian D. Schunn, Timothy J. Nokes-Malach, Chandralekha Singh
Summary: This study aims to explore students' mindsets towards physics, understand the impact of different mindsets on physics grades, and analyze gender differences. The results show that whether students hold a fixed mindset about themselves is most closely associated with physics course grades, and there is also a significant gender difference. Therefore, understanding the reasons why students hold different mindsets and designing appropriate interventions are crucial to improve physics outcomes for diverse student groups.
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
(2022)
Article
Education & Educational Research
Alysa Malespina, Christian D. Schunn, Chandralekha Singh
Summary: This study investigates the intelligence mindset of 781 students in physics and finds that it can be divided into four factors. The study reveals that gender influences the changes in intelligence mindset, and that "My Ability" is the strongest predictor of course grade.
INTERNATIONAL JOURNAL OF STEM EDUCATION
(2022)
Article
Education & Educational Research
Christian Fischer, Eben Witherspoon, Ha Nguyen, Yanan Feng, Stefano Fiorini, Paulette Vincent-Ruz, Chris Mead, William Nicholas Bork Rodriguez, Rebecca L. Matz, Christian Schunn
Summary: This study examines the impact of AP credit policies on second-course success in introductory Biology, Chemistry, and Physics course sequences at six large public research universities. The study found that general performance indicators and measures of systemic inequities during high school were predictive of students earning skip-eligible scores. The study suggests administrators to increase coherence in AP credit policies across departments and disciplines and encourage students to skip when they have eligible AP scores. The findings show that students who skipped their first course with AP credit actually performed similarly well or better in subsequent courses than did students who did not skip.
JOURNAL OF RESEARCH IN SCIENCE TEACHING
(2023)
Article
Psychology, Educational
Yong Wu, Christian D. Schunn
Summary: This study investigates the impact of assessors' writing performance on problem identification accuracy and feedback helpfulness. The results show that assessor writing performance is unrelated to problem identification accuracy but consistently predicts the helpfulness of feedback, particularly on specific dimensions and topics.
JOURNAL OF EDUCATIONAL PSYCHOLOGY
(2023)
Article
Multidisciplinary Sciences
Paulette Vincent-Ruz, Nathan R. B. Boase
Summary: In tertiary science education, personalizing learning through digital technologies is essential for engaging all students equitably. The integration of adaptive learning in chemistry education has been shown to effectively engage students in discipline specific thinking and improve outcomes in both the short and long term.
Article
Education & Educational Research
Marguerite E. Walsh, Eben B. Witherspoon, Christian D. Schunn, Lindsay Clare Matsumura
Summary: This study examined a teacher learning routine, Mental Simulations for Teacher Reflection (MSTR), in the context of mathematics-focused instructional coaching intervention. The findings showed that high-growth teachers were more likely to engage in mental simulation talk, initiate and complete MSTR routines, and connect specific teaching strategies to conceptual learning goals. This suggests that MSTR captures meaningful variation in coaching quality and contributes to teacher learning.
INTERNATIONAL JOURNAL OF STEM EDUCATION
(2023)
Article
Psychology, Educational
Yong Wu, Christian D. Schunn
Summary: This study investigates the relationships between different peer feedback activities and learning, finding that constructive activities consistently contribute to learning while passive or active activities do not. The effects of received feedback on learning are mediated by the number of revisions. Theoretical and practical implications of the findings are discussed.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY
(2023)
Article
Education & Educational Research
Zhe Dong, Ying Gao, Christian D. Schunn
Summary: Peer feedback activities involve peers giving and receiving feedback, and students benefit from both roles. However, current studies on feedback literacy focus mainly on students' ability to receive feedback, and existing scales measure only the receiving side. This study introduces the concept of peer feedback literacy, which includes students' abilities and attitudes in both giving and receiving feedback. A peer feedback literacy scale was developed and validated based on responses from 474 Chinese university students, revealing four factors: feedback-related knowledge and abilities, cooperative learning ability, appreciation of peer feedback, and willingness to participate. The scale showed good psychometric properties and demonstrated surprising associations with student major, year, and prior experience.
ASSESSMENT & EVALUATION IN HIGHER EDUCATION
(2023)
Article
Education & Educational Research
Yun Huang, Peter Brusilovsky, Julio Guerra, Kenneth Koedinger, Christian Schunn
Summary: This study highlights the importance of skill integration in learning technologies and demonstrates the effectiveness of ITS technology in computing education. It also provides general implications for designing learning technologies to foster robust learning.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2023)
Article
Education & Educational Research
Yimin Tong, Christian D. Schunn, Hong Wang
Summary: The number of raters in peer assessment has a significant impact on its reliability and validity. However, this aspect has been rarely studied. The study examines how changing the number of required peer assessments and raters per document affects the reliability and validity of peer assessment for tasks at different levels of complexity.
STUDIES IN EDUCATIONAL EVALUATION
(2023)
Article
Education & Educational Research
Ying Gao, Qi An, Christian D. Schunn
Summary: This study investigated the variation in feedback features and quality provided and received by high and low L2 proficiency students and its benefits on revision in English academic writing. The results showed that both providing and receiving feedback had a significant effect on all students' revision, but the bilateral benefits of feedback features were more significant for high proficiency students, while low proficiency students benefited more from the quality of feedback provided. The study suggests the need for more bilateral training in both providing and receiving feedback for students.
STUDIES IN EDUCATIONAL EVALUATION
(2023)
Article
Education & Educational Research
Alysa Malespina, Christian D. Schunn, Chandralekha Singh
Summary: Students' motivational beliefs, such as disciplinary intelligence mindsets, can affect their physics performance and persistence. This study found that students pursuing bioscience or health-related majors tend to have stronger fixed mindset beliefs about their own abilities in physics, while growth mindset beliefs become weaker over time. This shift is particularly evident among women. Furthermore, the students' own beliefs about their abilities and growth were the strongest predictors of course grades. These findings have implications for addressing classroom inequalities and developing mindset interventions.
PHYSICAL REVIEW PHYSICS EDUCATION RESEARCH
(2023)
Article
Psychology, Multidisciplinary
Qiuchen Yu, Christian D. Schunn
Summary: The impact of online peer feedback on learning outcomes has been well-established, but there are considerable variations that need to be understood. A large-scale study with a cross-context dataset found that providing feedback is more closely associated with learning benefits than receiving feedback. The length of peer feedback also plays a significant role. Heterogeneity exists at the assignment level, and only two peer feedback experiences show large variations in effect size. Furthermore, the distance of knowledge transfer affects the learning benefits of peer feedback.
COMPUTERS IN HUMAN BEHAVIOR
(2023)
Article
Education & Educational Research
Yao Xiong, Christian D. D. Schunn, Yong Wu
Summary: This study analyzed a large-scale, cross-context dataset and identified multiple variables that influence the reliability and validity of peer assessment, including the extent of quality variation in assessment documents, education level, language, discipline, average ability of peer raters, draft number, assignment number, class size, average number of raters, and length of rubric description. These findings provide guidance for practitioners to improve the reliability and validity of peer assessments.
JOURNAL OF COMPUTER ASSISTED LEARNING
(2023)