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Evidence that communities of practice are associated with active learning in large STEM lectures
BackgroundWith the increased attention on the need to retain students within STEM majors, it is important for STEM instructors to adopt evidence-based instructional practices that are student-centric
Campus integrated project-based learning course in civil and environmental engineering
The course organization and its curricular evolution is described along with evaluation data from student surveys and focus groups as well as the impact of routine instructor community of practice meetings.
Cannabis Withdrawal, Posttreatment Abstinence, and Days to First Cannabis Use Among Emerging Adults in Substance Use Treatment
Emerging adults with DSM-5 cannabis withdrawal may have difficulty initiating abstinence in the days following their intake assessment, implying the need for strategies to mitigate their more rapid return to cannabis use.
Do Experts and Novices Direct Attention Differently in Examining Physics Diagrams? A Study of Change Detection Using the Flicker Technique.
It is known that experts identify or perceive meaningful patterns in visual stimuli related to their domain of expertise. This study explores the speed with which experts and novices detect changes
Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering
Funding information National Science Foundation, Grant/Award Numbers: CMMI-1150490, DUE-1347722 Summary Laboratory studies have routinely demonstrated that testing often leads to greater learning and
Judgments of physics problem difficulty among experts and novices
Students’ ability to effectively study for an exam, or to manage their time during an exam, is related to their metacognitive capacity. Prior research has demonstrated the effective use of
Epistemological Belief Congruency in Mathematics between Vocational Technology Students and Their Instructors
Three questions were addressed in this study. Is there evidence of epistemological beliefs congruency between students and their instructor? Do students’ epistemological beliefs, students’