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Direct linkJudith M. Harackiewicz; Cameron A. Hecht; Michael W. Asher; Patrick N. Beymer; Liana B. Lamont; Natalie S. Wheeler; Nicole M. Else-Quest; Stacy J. Priniski; Jessi L. Smith; Janet S. Hyde; Dustin B. Thoman – Grantee Submission, 2023
Many college students, especially first-generation and underrepresented racial/ethnic minority students, desire courses and careers that emphasize helping people and society. Can instructors of introductory science, technology, engineering, and math (STEM) courses promote motivation, performance, and equity in STEM fields by emphasizing the…
Descriptors: Minority Serving Institutions, Hispanic American Students, Science Instruction, Biology
Pawlak, Alanna; Irving, Paul W.; Caballero, Marcos D. – Physical Review Physics Education Research, 2020
An increasing number of introductory physics courses are seeking to incorporate "authentic practices," and a large area of focus in this trend is the incorporation of computational problems into the curriculum. These problems offer students an opportunity to engage with the programming practices and numerical problem-solving methods used…
Descriptors: Problem Based Learning, Physics, Science Instruction, Programming
Finney, Sara J.; Sundre, Donna L.; Swain, Matthew S.; Williams, Laura M. – Educational Assessment, 2016
Accountability mandates often prompt assessment of student learning gains (e.g., value-added estimates) via achievement tests. The validity of these estimates have been questioned when performance on tests is low stakes for students. To assess the effects of motivation on value-added estimates, we assigned students to one of three test consequence…
Descriptors: Test Validity, Accountability, Achievement Tests, Scores
