Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses-Reference-Cited by-同舟云学术

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

Published:2021-03 Issue:1 Volume:20 Page:ar7
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Lane A. Kelly¹,Meaders Clara L.²,Shuman J. Kenny³,Stetzer MacKenzie R.⁴⁵,Vinson Erin L.⁵,Couch Brian A.³,Smith Michelle K.²,Stains Marilyne⁶

Affiliation:

1. Department of Biology Teaching and Learning, University of Minnesota, Minneapolis, MN 55455

2. Department of Ecology and Evolutionary Biology, Cornell University, Ithaca, NY 14853

3. School of Biological Sciences, University of Nebraska– Lincoln, Lincoln, NE 68588

4. Department of Physics and Astronomy, University of Maine, Orono, ME 04469

5. Maine Center for Research in STEM Education, University of Maine, Orono, ME 04469

6. Department of Chemistry, University of Virginia, Charlottesville, VA 22904

Abstract

Observations of the first day of class are reported for 23 introductory STEM courses at three different institutions. The topics instructors discuss and the noncontent Instructor Talk they use on the first day are described. These results uncovered variation in instructor actions on the first day and can help instructors plan this day.

Publisher

American Society for Cell Biology (ASCB)

Subject

General Biochemistry, Genetics and Molecular Biology,Education

Reference53 articles.

1. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

2. The first day: it happens only once

3. A Call to Use Cultural Competence When Teaching Evolution to Religious College Students: Introducing Religious Cultural Competence in Evolution Education (ReCCEE)

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