Teaching Sciences at CUNY

A Disciplinary Guide

Version 1.0 – 2024

An addendum to the Teach@CUNY Handbook

Please Attribute:

The Graduate Center Teaching & Learning Center, CUNY

Şule Aksoy, Inayah Entzminger, Nicole Zapparrata, Katherine Anderson, and Sara Fresard.

Introduction

As part of most funding packages, Graduate Center (GC) students in STEM programs often teach lectures and laboratory sections on CUNY campuses. According to the Office of Institutional Research and Effectiveness (2022), 62.08% of GC graduates from the sciences go on to work in the education sector. However, fewer students in the sciences (45%) report receiving professional development training in teaching/pedagogy when compared to their peers in the humanities and social sciences (GC Provost’s Office Doctoral Student Experience Survey 2021).

Traditionally, graduate education in STEM prioritizes the cultivation of a a research identity rather than a teaching identity, which creates pressure on graduate students to devote less time and energy to their teaching than they otherwise might. Researcher identity and teacher identity can be linked in several important ways, however, and developing both is essential for success as a well-rounded STEM educator. A strong research background can equip teachers with the skills to pose meaningful questions, analyze data, and guide students in their own investigations. A deep understanding of conceptual knowledge and expertise gained through research can help instructors learn to present complex subjects in a clear and engaging way.

Graduate student instructors are also well-positioned to mentor students, helping prepare them for various careers while cultivating the scientific literacy that students can carry into their professional lives. Developing a strong teacher identity is critical for fostering a sense of purpose and belonging within the education community. Scholars with a well-integrated sense of scholarly identity are more likely to be effective teachers, to engage students, and to enjoy greater professional satisfaction (i.e., Zhai et al. 2024).

It is worth noting that higher education institutions increasingly recognize the importance of teacher identity and research skills. Some doctoral programs require teaching practicums, coursework on pedagogy, science communication training, and mentorship training for future STEM faculty. This shift towards a more holistic approach to STEM education is crucial for ensuring educators are equipped to thrive in diverse teaching roles.

Since 2015, the GC's Teaching and Learning Center (TLC) has been working with new college teachers to develop their teaching philosophies and practices. In 2022, the TLC partnered with New York City’s Economic Development Corporation to develop the STEM Pedagogy Institute (SPI) to bolster outreach and connections with STEM instructors across CUNY. The SPI offered an ecosystem of professional development opportunities designed to help STEM instructors at all levels better understand systemic inequities in the college to career pathways and explore and implement inclusive teaching practices to foster a sense of belonging among diverse CUNY undergraduates.

This disciplinary addendum to the Teach@CUNY Handbook is a response from four experienced doctoral instructors from the sciences and an early career science education scholar to the significant need for pedagogical training in the sciences. . We believe that teaching at CUNY has transformational potential for both students and faculty and a greater effort should be placed on pedagogical development in the sciences.

In what follows, we summarize the roles STEM graduate students might have in their teaching positions at the GC. Next, we discuss the foundational principles informing this addendum and our pedagogical approach. Finally, we provide actionable teaching strategies to incorporate inclusive, evidence-based strategies into science curricula at CUNY.

We hope that STEM graduate student instructors at the GC will use this addendum as a practical reference guide to support and enhance their teaching across CUNY. This addendum is a work in progress, and we welcome your feedback and contributions via comments added to this Manifold edition. Please feel free to contact the Teaching and Learning Center at tlc@gc.cuny.edu if you have any questions or comments.

Roles

In order to gain a better understanding of the various roles of STEM graduate student instructors, we reached out to a group of instructors from different departments and asked the following questions:

1. What roles do graduate student instructors have in your department?
2. What support/guidance or training was offered to you when you started teaching at CUNY?
3. What are the most urgent needs of graduate instructors to help them achieve their goals as college STEM teachers?

Graduate student instructors in STEM have a variety of responsibilities across CUNY campuses, and teaching assignments vary by program. Most work as teaching assistants (TAs), providing instruction for laboratory sections or recitations. Below, we briefly describe our findings on the different roles played by graduate teaching fellows at the GC and share suggestions on how to navigate these opportunities successfully. We encourage you to review these recommendations and explore relevant, linked sections in the Teach@CUNY Handbook. If you have questions about the definitions of these terms, you can check the CUNY Lexicon.

Lab TA

While specific responsibilities depend on the CUNY campus where the student teaches and the course, most graduate student instructors in the bench sciences (biology, chemistry, biochemistry, and physics) primarily provide instruction for laboratory sections of introductory courses. Even though TAs teach laboratory sections, they also mentor students in both the practical and written parts of scientific research, including designing and administering studies, working with chemicals at a laboratory bench, or creating circuits and physics models where applicable.

TAs are responsible for understanding all elements of their daily experiments, often assigned to them by a supervisor who oversees many sections of a lab. TAs are also responsible for knowing laboratory regulations, having the correct equipment training, understanding bureaucratic systems like IRB, and following all safety and chemical disposal rules. Outside of teaching, TAs are often responsible for supporting and grading assignments and assessments and holding office hours to answer students’ questions.

New instructors may or may not receive TA training on their campuses, which, where it exists, can range from a brief meeting outlining how to set up a class on Blackboard to detailed hands-on training for each experiment or assignment. TAs may be encouraged to shadow more experienced instructors prior to the beginning of their teaching, allowing the new TA to experience what a laboratory class is like.

The goal of any TA is to help students understand why they are conducting each experiment and the scientific theories behind them. TAs can promote learning in their classrooms by asking open questions, encouraging students to think critically about their answers, and setting an expectation that students work to understand the subject matter. TAs can also introduce real-world examples of the experiments being studied in class or talk about the scientists who made the discoveries leading to the experiments. As a TA, you may often find yourself reviewing material covered in lectures during the lab session and should attend lectures, if possible, or review the material covered by the instructor of record

TAs should be provided with all laboratory and equipment manuals required for their course section and grading guidelines to ensure grades are administered equally across all sections. Begin communicating with department contacts prior to the semester, and be sure to know who to contact when questions arise. Areas to focus on include:

Purpose of the lab:

• Make practical connections to theoretical principles
• Explore concepts from the lecture
• Understand and apply new methods

Duties:

• Overview procedures
• Lab preparation and clean-up
• Lab demonstrations
• Time management
• Safety monitoring
• Attendance tracking
• Data analysis and distribution
• Grading lab reports

Before the Lab:

• Review the manual prior to the lab
• Practice unfamiliar techniques
• Familiarize yourself with lab space and equipment
• Review safety protocols
• Outline student expectations
• Review questions on practical applications

Recitation TA

Recitation TAs lead small, interactive class sections connected to a larger lecture. It is important for you to attend lectures, if possible, before facilitating the connected recitation. If not possible, we recommend you review class materials covered in lectures and be prepared to answer student questions. The goal of a recitation is to work through content from the lecture, answer questions students may have about assignments, and facilitate open discussion. Students may also expect you to review class materials before midterm and final exams.

Duties:

• Review materials covered in lectures
• Answer questions and facilitate open discussion
• Work through difficult homework problems
• Exam preparation or review

Before recitation:

• Review course syllabus
• Communicate with the course instructor
• Set goals for what students should know
• Anticipate student struggles
• Create a lesson plan

During recitation:

• Review material previously covered
• Share your plan for the day
• Avoid lecturing
• Consider students with varying strengths
• Assess student understanding formatively

Grader TA

Grader TAs are responsible for grading laboratory or lecture assignments, quizzes, or exams. Depending on your supervisor's expectations, your duties may include creating answer keys, grading assignments, quizzes, and exams, and record keeping and reporting. You may also be expected to hold office hours to consult with students and review their work. For tips and detailed suggestions on grading, we recommend you check out Chapter 7 in the Teach@CUNY Handbook.

Office Hours

GTFs are also responsible for meeting with students outside of scheduled class time.

Duties:

• Answer student questions
• Solve difficult homework problems
• Discuss lecture material
• Teach, do not simply provide answers
• Prepare for student questions

Before office hours:

• Check syllabus
• Review current assignments
• Create/discuss answer keys with the course instructor

Lecturer/Instructor of Record

Lecturer GTFs teach a course, design class materials, and assign grades. If you’re teaching your own course, we suggest you review the Teach@CUNY Handbook, which covers course design, syllabus making, creating assignments, designing classroom activities, and evaluating student work.

Advice from the Field

We also wanted to share first-hand experience and advice with you. Şule asked, ‘What advice would you give your first-year self?’ to experienced CUNY doctoral instructors Katie, Nicole, and Inayah, who shared their reflections.

Katie, Biology

I would tell myself that it is okay to set boundaries with your students. You do not have to be available to answer every single question as fast as possible. Try to find a balance between being completely unavailable to your students and being so available that students have no need to figure out any answers on their own. Also, it is okay to ask other TAs how they present material/what type of questions they write for quizzes/etc. And then pick and choose what elements they may employ that you would like to initiate in your own class.

Nicole, Psychology

The advice I would give my first year self would be to incorporate more current examples in the course that I instruct that are relevant to that field. It is important to teach core concepts when it comes to STEM fields. However, it is also highly important to incorporate current examples, issues, and research within the field. This can help students stay intrigued and curious by the material, and help them apply it to their everyday life and current environment/the greater society.

Inayah, Chemistry

The advice I would give my first year self is not to feel so responsible every time a student doesn’t turn in an assignment or demands a grade change. While we do have some responsibility to our students, teaching the subject, critical thinking, and inclusivity should be the limit. Taking time to not answer emails, attend to my own research, and in general have a moment to myself during my first semester would have greatly aided me in not feeling so burnt out by the time grades were due.

Foundational Principles

The work of the Teaching and Learning Center is grounded in the critical pedagogy movement, and is built in dialogue with the CUNY experience. The TLC promotes teaching strategies that are context-aware, responsive, intentional, and liberatory. While science education can be about teaching students to appreciate scientific knowledge and skills, it can also play a key role in cultivating just and sustainable futures. That is why we encourage CUNY instructors to think deeply about why we teach, who we teach, and what we teach. How we think about who our students are and what they bring to the classroom is the focal point in our framework. But first, we invite you all to reflect on your own positionality, how you want to teach, and how you might continue to learn as an educator. This is a necessary first step before we can create opportunities for students to consider scientific ideas and practices that may be transformational and useful for themselves, their communities, and beyond.

While we acknowledge that postsecondary science education has increasingly become vocational—e.g., developing a STEM workforce for economic competition and national defense—we argue the “STEM pipeline” approach constrains critical engagement within the disciplines. Building curricula and pedagogies to address a gap in economic capacity without also problematizing scientific enterprise and institutional systems can limit our ability to see important connections between science education and movements for social justice. For this reason, we advocate inquiry-based liberatory science teaching that prioritizesstudent meaning-making and agency. This shift aims to empower students to be the doers of science, where they can actively formulate questions, design experiments, and analyze data. It helps foster a passion for scientific exploration and aspires to equip students not just with answers, but with the ability to ask generative questions and shape future knowledge.

Strategies

This section details various approaches for science educators, including student-centered lesson planning, inclusive teaching, group work, incorporating research into teaching, and laboratory instruction. We offer evidence-based strategies and specific models for implementing these strategies. If you are a first-time CUNY instructor, we recommend you review the relevant, linked sections in the Teach@CUNY Handbook before exploring this guide. Below, you will find specific activities and models that can be adapted to your individual and disciplinary needs.

Engaged Classroom Models

Though numerous studies have proven that engaged pedagogies improve student academic performance, self-efficacy, and sense of belonging, many instructors continue to rely on lecture-based pedagogies. While lectures can be efficient in STEM classrooms, we encourage instructors to incorporate more interactive and engaging strategies whenever possible in their curricular design. This chapter provides practical tools and examples.

Below, we provide strategies for planning inquiry-based lesson plans, structuring effective group work, incorporating the nature of science, and teaching primary scientific literature in STEM classrooms. Each part includes a brief explanation for how to successfully build engaged learning environments, followed by specific examples.

Planning for Inquiry-Based Learning

To design inquiry-focused learning experiences for our students, it helps to carefully outline learning objectives, plan engaging introductions and activities, and determine techniques for checking in on student understanding. The “5E Instructional Model” (Bybee & Landes, 1990) is a well-known lesson planning approach to inquiry-based science teaching: Engage - Explore - Explain - Elaborate - Evaluate. It emphasizes co-construction of knowledge, scientific investigation, and evidence-based explanations. Through the 5E model of instructional planning, students participate in authentic tasks, practice critical thinking, problem-solving, and communicating science. This model can be a useful tool for providing structure for planning and connecting disciplinary ideas to daily life contexts., and can be used to plan daily lessons, curricular units, or semesterly plans. You may consider integrating the model at any level or mixing the order of the phases for your purposes. Below, we explain what each phase means.

Engage

In this first phase, teachers assess students’ prior understanding and identify the assets that they bring to the classroom. You may consider asking an opening question or showcasing a short demonstration to facilitate brainstorming that helps you understand your students’ prior learning. These introductory exercises motivate students and give a sense of intent to their learning.

Starting with an “anchoring question” provides context for the lecture to be more meaningful, relevant, and interactive. For example, you could ask, “Are we drinking the same water that dinosaurs peed millions of years ago?” before introducing the water cycle or other relevant scientific phenomena. Doing so helps teachers elicit previous understanding of the material and ignite an engaged learning environment where students are more likely to develop a deeper understanding.

Below, we share several models of what this strategy might look like.

Black Panther, Vibranium, and the Periodic Table

The fictional element, Vibranium, from the movie Black Panther could spark a conversation about the periodic table, the chemical and physical properties of elements, how scientists organize objects/elements in nature, and patterns in the periodic table. The following question is an example for you to consider.

In the movie Black Panther, Wakanda’s economy focuses on producing and using a fictional metal known as Vibranium, which has amazing chemical and physical properties. If this metal actually existed, where do you think it would be placed in the periodic table, and why?

For more details, please see below.

Collins, S. N., & Appleby, L. (2018). Black Panther, Vibranium, and the Periodic Table. Journal of Chemical Education, 95(7), 1243-1244. https://doi.org/10.1021/acs.jchemed.8b00206

Heating of a Metal Plate with Holes

Say you are preparing for a lecture on thermal expansion. You might start with the following question:

What would happen to the diameter of the holes in the metal bar if the bar was put on a hot plate and heated up to a very hot temperature?

1. Increases
2. Decreases
3. Stays the same

You can use PollEverywhere to pose the question or Zoom’s built-in poll function. You can use a Think-Pair-Share approach to engage students with the question. After students think individually and share ideas with their neighbors, inviting them to participate in the class discussion could be effective. Then, you can either share the correct answer or leave the question unanswered. If you choose the latter, you can revisit it at the end of the class to maintain curiosity throughout the lecture. It would also allow students to explore the concept and find the answer independently. In the end, you can also invite students to make a circle in front of the classroom - if you’re teaching in-person and your students feel comfortable with physical distancing - and demonstrate how thermal expansion works.

What’s Going on in This Graph?

The Learning Network Tutorial features graphs, charts, and maps from the New York Times that can be incorporated into the engagement phase of your lesson plan. Here, you can find weekly graphs to use as objects for analysis. You can invite students to share what they notice and wonder about the graph. These activities allow students to practice data literacy skills and explore real-life implications of disciplinary concepts. For example, using this resource, you can teach about climate change with graphs.

Interactive Demonstrations

Lecture demonstrations are an engaging way to help students understand the conceptual ideas and increase their interest in the subject. However, you need to be cognizant that your students are not just observing the demos passively. The Predict-Observe-Explain strategy can be a beneficial framework to plan demonstrations. You may consider requiring them to predict the outcome of the demos, discuss their predictions with their classmates, and share their explanations. Doing so will help them think about the concepts actively and stimulate their curiosity. Below, we share an example.

Pennies Demo by Sule Aksoy

For this demonstration, you need five pennies to introduce the conservation of momentum. In my introductory physics classes, I ask my students to observe the row of pennies and predict what happens to pennies when one penny, two, and three pennies are pushed into the remaining pennies in the row. Instead of Newton’s cradle, I prefer using everyday objects like coins to demonstrate how momentum transfers. Then, I tell them to record their predictions and observations in their notebooks. As I introduce different steps of the demo, I ask the following questions as needed to have a more active discussion and have students explain their thinking.

1. What happened? What did you observe?
2. If I strike with two pennies, what happens? Why? What will happen when three pennies are pushed into the remaining in the row?
3. Where have you seen something like this before? Where can you find examples of this in the real world?
4. What if I push a quarter to a row of five pennies?
5. How does it work? How does your explanation fit this in the conservation of energy?

The order of the questions is intentional because, as you may have noticed, I move from low-cognitive-demand questions to high. Planning for a mix of high- and low- cognitive-demand questions helps all students participate in the classroom discussion. Questions also allow for collective learning because posing questions transforms the discussion into a public resource for everyone to think with.

The ideas I listen to during the discussion and explanation stage are listed below.

• Some objects may not move because they have balanced forces acting upon them from opposite directions.
• For every force in nature, there is an equal and opposite reaction.
• In the absence of an external force, the momentum of a system remains unchanged.
• When objects collide in the absence of external forces, the net momentum before the collision equals the net momentum after the collision.

Explore

After eliciting students’ prior understanding, the Explore Phase of the 5E model incorporates student-centered activities to encourage students to observe, pose questions, investigate, test predictions, and communicate with their peers. You can invite students to participate in inquiry-based activities and facilitate group work. This phase allows students to work actively and engages them in mind-on and hands-on activities. Even though these learning experiences can be integrated into any instructional format, you may particularly consider structuring them into your laboratory sessions. For example, Dr. Stephan Gosnell at Baruch College has his students explore biodiversity and diversity metrics through Pokemon Survey Assignment in his Conservation Biology Class. Below, we share another example of inquiry-based exploration.

Do heavy objects fall faster than light objects? By Sule Aksoy

In my lecture on motion and inertia, introducing Aristotle’s views on motion and Galileo’s famous experiment on the Leaning Tower of Pisa, I ask my students, “Do heavy objects fall faster than light objects?” After having them talk to their peers about their ideas, I encourage them to think about how they can test their hypotheses. While you can have students experiment with different objects, these types of thought experiments can also be powerful tools in science classrooms to spark curiosity, challenge assumptions, and deepen conceptual understanding. While they work collaboratively, I remind them the activity is not about reaching a single correct answer but rather about exploring the concept of inertia in a creative and engaging way. As they work through the problem, I pose questions about their hypothetical design, objects' masses, air resistance's effect, etc. In the end, my students share their work and discuss how Aristotle and Galileo approached the problem in different ways. Following this discussion, we watch the fun Brainiac video testing if heavy objects fall quicker than light objects. I also like to show a short documentary about how Brian Cox tested this problem in the world’s biggest vacuum. It is also a good advanced organizer for introducing Newton and Einstein’s views on the question.

The resources below offer additional activities.

1. The Active Learning Strategies Repository was developed by Laurie Hurson and Lindsey Albracht for the Baruch College Center for Teaching and Learning. You can find activities designed for small groups or large lecture classes, from collaborative group work to low-stakes writing.
2. The Active Learning Library is a collection of teaching tools designed by educational specialists and backend developers. You can find pedagogical tools for assessment, different modalities, class sizes, etc.
3. Chapter 10 - Activities from the Teach@CUNY Handbook includes creative and short activities that can be easily adapted in CUNY classrooms.
4. The Science Education Resource Center at Carleton College has an extensive activity collection on their Pedagogy in Action website. You can filter through different disciplines and pedagogical techniques to find activities.

Explain

In the Explanation Phase, teachers encourage students to describe their understanding while facilitating classroom discussion. This might also include mini-lectures when necessary. Lectures in STEM classrooms can be valuable for delivering foundational knowledge and complex subjects. However, it is important to be mindful of potential limitations and affordances alongside other active learning methods. Dr. Claire Cahen, a former TLC fellow, provides useful tips on how to navigate the lectures at CUNY in their Visible Pedagogy blog post.

The Explain Phase is essential for addressing misconceptions and providing definitions and important notes about disciplinary ideas. The main goal of the Explain Phase is to build a shared understanding of the scientific concepts explored in class. By facilitating discussion, the instructor may clarify concepts and connect new information to existing knowledge structures.

Asking questions in this phase can be useful for uncovering student thinking and generating instant classroom feedback. It could also transform questions into public resources for all students to consider. Think about your goals for classroom discourse and how the conversation will serve your objectives to solidify student understanding. Consider defining goals ahead of time, planning how to initiate the talk with students, and selecting tools and routines for participation. We recommend that you also look at the relevant section of the Teach@CUNY Handbook to structure an effective discussion.

Below, we share guidance for asking effective questions.

Asking Effective Questions for Interactive Learning

Consider the cognitive demand of questions that set the stage for classroom talk. Think about having a mix of high and low-cognitive-demand questions. High-cognitive demand questions push students beyond recall and rote application of facts, while low-cognitive demand questions typically have straightforward answers. Here are some examples of high and low-cognitive-demand questions:

Low cognitive demand questions:

• What are the planets in our solar system?
• List five kingdoms of classification.
• Balance the following chemical equation.

High cognitive demand questions:

• How do Newton’s laws of gravitation help us explain the movements of the Earth, moon, and sun?
• Given the limited resources in an ecosystem, explain how competition might affect the evolution of two similar species.
• Based on the structure of the molecule, predict the reactivity of this compound and its potential industrial applications.
• Imagine you’re designing a spacecraft for a Mars mission. How would Newton’s laws of motion guide your propulsion system choices?

Lastly, consider putting the questions through the following filters: (1) Does the question draw out and work with the pre-existing understanding that students bring with them? (2) Does the question raise the visibility of the key concepts the students are learning? And (3) Will the question stimulate peer discussion?

Elaborate

The instructional activities in the Elaboration Phase allow students to apply what they have learned in different contexts. Students use their understanding of the concepts to solve problems, answer novel questions, or design new solutions in new contexts. The goal is to develop a deeper understanding of the conceptual ideas. You may consider having students express their learning through projects, presentations, or models. Students can work together to tackle more complex tasks. For example, following experiments on reaction rates, students can develop a plan to optimize the production of a particular chemical in a simulated industrial setting. Or If they learned about the principles of thermodynamics in a physical science class, they can propose solutions to reduce energy consumption in the campus buildings.

Evaluate

Assessment in inquiry-based learning is often overlooked in science classrooms. However, both formative and summative approaches to evaluating student understanding are important in determining if learning objectives are met. In the Evaluation Phase, you may consider making observations of your students as they explore and apply new ideas and look for evidence of how their understanding has changed. You may also choose to use short formative assessment techniques such as exit tickets, muddiest points, one-minute papers, and classroom polls. We recommend reading Chapter 7 of the Teach@CUNY Handbook to learn more about evaluating student work.

On the other hand, the Evaluation Phase is not just about testing student understanding. It gauges how effectively students can apply and synthesize their knowledge in various contexts. This phase also acts as the culmination of the learning process, where our students assess their own understanding of the explored concepts and reflect on their progress. Self-grading and peer assessment tools can be powerful tools for meaningful engagement by shifting the focus from instructor-centered evaluation to a more student-driven approach. These methods also promote metacognition, responsibility, and communication skills. Here, you can find more sample assessments for laboratory settings and interactive lectures. Below, we share a sample assessment tool which is interactive and relevant to our goals as science educators.

Promoting Statistical Literacy by Nicole Zapparrata

In my Introduction to Psychology course, we build online homework assignments through Qualtrics Survey Software. These were designed to be interactive assignments that also help us guage student progress in the course and in their college education in general. In a short assignment assessing statistical literacy, questions about data visualization were adopted from the NYTimes "What is going on in this graph?" segment. This allowed instructors to assess how students performed on questions that required statistical literacy. Instructors could use this NYTimes segment to do full activities that allow students to engage in quantitative reasoning. The NYTimes provides everything that is needed in terms of an interactive data visualization activity, and consistently adds more examples to the segment. They also provide an introduction to the segment. Instructors who teach courses from various disciplines can also implement this segment into their course.

Group Work and Peer Review

Collaborative work and peer review have emerged as essential elements of STEM education, fostering experiential learning, critical thinking, and effective communication skills. In undergraduate STEM classrooms, these pedagogical approaches contribute significantly to student engagement, conceptual understanding, and scientific practice skills.

Collaborative group learning allows students to tackle complex STEM problems by sharing diverse perspectives and creative problem-solving. It also leads to a deeper understanding of conceptual understanding and facilitates student interaction. In addition to domain-specific learning goals, group work during undergraduate studies can prepare students for professional work. Either in research labs or industry settings, where interdisciplinary collaboration is common, engaging students in teamwork can help them improve communication and interpersonal skills.

You may consider the following questions before planning group work:

• What are the potential benefits of group work in your discipline?
• What are some challenges you might encounter in your class or lab during group work? What are potential ways to respond to them?
• How can you create a sense of community in the classroom, and what role does group work play?

Research consistently shows that collaborative learning significantly increases student motivation. However, there are several critical factors we need to consider while including collaborative work in our instruction. Below, we share a list of recommendations to structure a successful group work.

1. Clear communication of learning goals

Identifying your goals for the group activity and introducing them to students before assigning group work could help their learning. Communicating the importance of group work will encourage a positive and inclusive learning environment.

1. Defining roles and responsibilities

Assigning specific roles within a group or allowing students to determine their roles can ensure that each student contributes meaningfully. For example, in a physics lab, one student might focus on data collection, another on data analysis, and another on presentation.

1. Fostering collaboration and interdependence

Structuring tasks that necessitate collaboration that each member’s contribution is crucial to the overall success of the group. This promotes a sense of shared responsibility and reinforces teamwork.

1. Regular reflection and feedback

Periodic check-ins and feedback sessions may enable students to assess their progress and address challenges within the group. This practice helps identify areas for improvement.

Peer review in STEM classrooms and labs can become a powerful tool for collaborative learning, developing critical evaluation skills, and exposing students to diverse perspectives. Peer review cultivates the ability to critically evaluate scientific work by assessing experimental designs, data analysis, and the effectiveness of science communication. Providing and receiving constructive feedback through peer review also allows students to refine their work. In a biology class, students can critique lab reports, fostering scientific writing and analysis. In engineering, reviewing project models can hone communication and design skills. In a computer science class, code reviews can help students identify bugs, increase quality, and develop career-related skills.

Below, we provide a list of resources for you to explore.

• Snyder, J. J., Sloane, J. D., Dunk, R. D., & Wiles, J. R. (2016). Peer-led team learning helps minority students succeed. PLoS biology, 14(3), e1002398. https://doi.org/10.1371/journal.pbio.1002398
• Katopodis, C. (2023). Three Ways to Structure Successful Group Work. Inside Higher Ed.
• Culver, K. C., Bowman, N. A., Youngerman, E., Jang, N., & Just, C. L. (2022). Promoting equitable achievement in STEM: lab report writing and online peer review. The Journal of experimental education, 90(1), 23-45. https://doi.org/10.1080/00220973.2020.1799315
• Pon-Barry, H., Packard, B. W. L., & St. John, A. (2017). Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54-77. https://doi.org/10.1080/08993408.2017.1333270
• Demetriadis, S., Egerter, T., Hanisch, F., & Fischer, F. (2011). Peer review-based scripted collaboration to support domain-specific and domain-general knowledge acquisition in computer science. Computer Science Education, 21(1), 29-56. https://doi.org/10.1080/08993408.2010.539069
• Varma-Nelson, P. (2019). Peer-Led Team Learning. Pedagogy in Action.

Teaching the Nature of Science

Although scientific and technological advances bring novelty and assistance, they also create significant social issues that need to be solved. Our students face challenges ranging from the climate crisis, fracking, and artificial intelligence to clean water. Thus, it is essential to be able to assess which claims are reliable and why, which experts we can trust, who funds the research, how scientists reach consensus, and when science is trustworthy. In other words, our students need to learn about the nature of science (NOS); how it works and doesn’t work. Understanding the NOS is critical for scientific literacy because it empowers students to make informed decisions about fundamental scientific problems whose solutions are yet unknown.

Teaching NOS can be incorporated into your classes at any point and level during the semester. You may consider spending a session at the beginning of the semester or bringing historical or contemporary case studies to your lectures as you see them relevant. For example, historical controversies such as heliocentrism can highlight the tentative nature of scientific knowledge. You may also consider analyzing outrageous commercial or media portrayals of science, like cigarette ads or radium-based cosmetics commercials in the 1950s. These examples can help students deconstruct scientific findings and emphasize evidence-based reasoning. In addition to these contextualized tools, you may consider incorporating games such as the following crime scene investigation, which simulates developing hypotheses and communicating evidence-based arguments.

Who stole the computer chip? By Sule Aksoy

In my introductory physical science courses, we start with an activity that uses a simulation of a crime scene to illustrate how scientific practice works. We spend the biggest portion of the first day trying to solve a crime after the syllabus introduction. My goal is to show how the course will progress throughout the semester, as well as to discuss that science is built on evidence. First, students form smaller groups of no less than three people. Each team is given an envelope containing a worksheet with an introduction to a crime and instructions, a diagram of the crime scene, and 14 clues. After each group reads the introduction and examines the map, they draw five clues from the envelope and develop a tentative hypothesis using the information at hand. Once they exhaust all ideas and write down a hypothesis, they draw three more clues from the envelope and repeat the previous step. After that, each group gets together with another group and compares notes. Once their discussion ends, they draw three more clues and develop a final hypothesis. Then, one by one, each group presents their work and defends their hypothesis about the crime. Then, together, we try to arrive at a conclusion on who might have committed the crime. This is the best part of the game; students get creative and dedicated to defending their hypotheses. In the end, I tell them that I do not know the answer to our question, and we start discussing how this CSI game illustrates the nature of science and what elements of the game can be found in the practice of science. Details of the game can be found in the link below:

https://web.archive.org/web/20180305223402/http://www.indiana.edu/~ensiweb/natsc.fs.html

In conclusion, incorporating NOS into your curriculum can empower future scientists and citizens to approach science with curiosity and skepticism and shape their understanding of the dynamic nature of scientific practice.

Teaching Primary Literature

Research shows that critical analysis of scientific literature in undergraduate classrooms can demystify science and help students understand how research is done, and who scientists are as people (i.e., Goudsouzian & Hsu, 2023; Hoskins et al., 2011). Teaching our students how to read primary literature also provides opportunities to incorporate our own research into lectures, and to learn from how students engage with it. Through detailed analysis of published work, students can gain a deeper understanding of disciplinary ideas and scientific techniques required to carry out investigations. They can also develop data interpretation skills, construct explanations, engage in evidence-based argumentation, and eventually communicate information effectively.

Incorporating primary scientific literature (PSL) into your teaching offers several potential benefits: 1) an increased understanding of the scientific process, 2) improved data analysis and critical thinking skills, 3) increased interest in science and higher self-efficacy and confidence in student’s ability to succeed, 4) greater success in pursuing graduate work in science, and 5) humanizing the process of research and scientists. Considering these opportunities, you can transform your classes into a space where students engage in real-world research and develop essential skills through an exploration of scientific literature.

If you’re interested in integrating PSL into your teaching. we recommend you start by reflecting on the following questions before you plan for the implementation:

1. How do you read primary literature in your field?
2. How do you think students read, process, and learn about primary scientific literature?
3. What spaces open up for incorporating scholarly work into your teaching practice?
4. Could your research or an aspect of it be an underlying narrative of the course?
5. Do you want your students to learn a methodology or a specific approach to the discipline?

Once you think deeply about these questions, see if you can articulate your intended goals of having your students read PSL. When selecting articles based on learning objectives, consider the difficulty level, length, and students' experience. Starting small and gradually increasing the complexity of assignments can help your students gain experience and build confidence in time. It is also important to guide students and scaffold the activities along the way. You might offer discussion questions, a list of scientific terms, or annotations to guide students through key points. Using collaborative groups to analyze different sections of the paper, summarizing results, and presenting their work to the class can also be helpful pedagogical methods for teaching PSL.

Below, we also share the CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) approach to teaching PSL, which is widely used to foster student independent thinking and critical thinking skills in the sciences.

The list of resources we recommend you explore:

• Goudsouzian, L. K., & Hsu, J. L. (2023). Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE—Life Sciences Education, 22(3), es3. https://www.lifescied.org/doi/10.1187/cbe.22-10-0211
• Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011). The CREATE approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE—Life Sciences Education, 10(4), 368-378. https://www.lifescied.org/doi/10.1187/cbe.11-03-0027
• Uribe, L.H. (2018). Teach your own research and ultimately teach yourself. Visible Pedagogy.
• Activity for Introducing the Primary Literature: https://serc.carleton.edu/sp/process_of_science/examples/37331.html
• Warm-up activities to engage students before they read non-fiction

Justice, Equity, Diversity, Inclusion (JEDI) in STEM

At CUNY, graduation rates among traditionally marginalized groups (Blacks, Hispanics, and American Natives) remain lower than their White and Asian peers (CUNY OIRA, 2020). As a response to high attrition rates in STEM, many diversity, inclusion, and equity (DEI) initiatives have emerged to attract, retain, and support minoritized students. However, most traditional DEI approaches remain limited to targeted opportunities and financial support. Research says that outdated instructional practices and “chilly” environments impact retention rates in STEM. This section offers models for inclusive pedagogies that can be implemented in small steps. First, we introduce critical tenets of culturally responsive teaching. Then, we share strategies and resources for incorporating socio-scientific issues, inclusive mentorship, and accessibility into STEM education.

Culturally Responsive Science Teaching

Culturally responsive science teaching (CRST) practices can support learners who have been historically marginalized in STEM by acknowledging their identities, histories, and sociopolitical contexts. These pedagogical approaches help instructors provide spaces where students can find connections and relevance between science and their backgrounds, identities, and communities. In what follows, we discuss the core ideas of culturally responsive teaching and provide practical examples that can be incorporated into STEM instruction.

Three central ideas are helpful when thinking about how to build and sustain inclusive and culturally-relevant learning environments: 1) integrating student assets as resources, 2) developing critical consciousness, and 3) centering student agency.

Integrating student assets as resources

Integrating student assets as resources in the course affirms the value of their prior experience, and helps create the conditions for positive academic outcomes. Starting the lecture with questions that could elicit students' prior understanding of the disciplinary ideas can help teachers promote a classroom space that values authentic engagement.

The Science Autobiography

A science autobiography is a personal narrative of one’s own experiences with science. It ask students to reflect upon how they first encountered science, and influential experiences and key milestones that have shaped their interests and pursuits. Asking students to write a science autobiography at the beginning of the semester can be a useful strategy to acknowledge and welcome their backgrounds into the learning space. It can enable teachers to tailor their instruction to better meet students’ needs, provide support and encouragement to students. These asset-based approaches could also allow students to use their existing knowledge and experiences as resources. Additionally, sharing these stories can build a sense of community and collaboration among students, as they learn about each other’s diverse pathways into STEM fields. We share an example prompt for a science autobiography assignment.

Write a one-two page science autobiography describing your personal experiences with science in and out of school.

• Describe how and when you first became interested in science. Was there a specific moment, person, or experience that sparked your curiosity?
• Reflect on your educational journey, including key experiences, courses, teachers, or mentors that have influenced your path. You can also consider highlighting any challenges you have faced and how you have overcome them.
• Share any personal experiences outside of the classroom that have contributed to your interest and knowledge in science. This could include hobbies, projects, internships, volunteer work, or any relevant life experiences.
• Lastly, explain your current goals related to this course and your broader academic/career aspirations in this field. Are there any specific topics you are excited to learn about or skills you wish to develop?

Critical Consciousness

Another important aspect of culturally responsive pedagogy is that it provides opportunities for students to challenge the culture of science through a social justice lens. Organizing curricula around social justice issues can allow students to grapple with questions that move beyond disciplinary boundaries. Justice centered science pedagogy aligns well with Freire’s problem-posing education that informs our approach at the TLC; students and teachers engage in dialogue, critically question existing knowledge, and co-construct new understanding through real-world problem-solving. Drawing from Freire’s pedagogical framework, critical consciousness involves recognizing and challenging social, political, and economic contradictions. This can inform science teaching by helping students place the methods and principles they are learning into a broader context.

By encouraging our students to critically analyze the role of science in society, including who benefits from scientific advancements and who may be marginalized, we can foster a more inclusive and socially aware learning environment. This approach not only promotes students’ scientific understanding but also helps empower them to apply their knowledge to advocate for social justice and equitable solutions in their communities. For instance, incorporating community-based histories has the potential to develop critical consciousness and problematize scientific practices that impact our communities.An engineering instructor could bring a case study on highway construction and its impact on local communities in students' neighborhoods. Or in a module focusing on sustainability and environmental justice, you can discuss how the construction of the High Line raises questions about gentrification, its economic, ecological and equity-based implications to NYC neighborhoods.

Centering Student Agency

Culturally responsive design helps instructors center student agency by involving students’ communities and cultures. It emphasizes the importance of social interactions and discourse in fostering student agency, positioning them as co-producers of knowledge in the classroom and labs. In this context, teachers also act as inquirers and co-learners with students. Asking students to create a map of the spaces surrounding the campus can help identify community resources and build connections with students’ communities. Acknowledging students’ linguistic backgrounds and experiences can invite deeper engagement .Incorporating project-based learning, student-led dicusssions, or providing choice in assignments can help you cater to various needs and backgrounds. These strategies encourage students to explore real-world problems and foster ownership of their learning process.

Since there has been insufficient representation of gender, race, ethnicity, sexuality, and ability diversity in STEM and related fields, instructors should be mindful of the examples and “role models” they reference. Each of those choices is an opportunity to include varied voices and perspectives which helps students from a range of backgrounds connect to course material. For example, you might highlight scientists who have contributed to the scientific canon, but who are often overlooked in popular discussions. Here, Inayah Entzminger wrote about Julia Hardin and Michelle Lee, who are scientists from the Los Alamos National Laboratory. This piece, titled Black History in the Making, can be used in entry-level courses to introduce your students to scientists that they may have not heard about before. A unit dedicated to underrepresented scientists or sprinkling them into the existing curriculum depending on the unit or topic can be good ways to interest students.

Additional Models

Snow Chemistry and the Inupiaq Community by Spencer et al., 2022

A group of chemistry educators from the University of Michigan, Ilisagvik College, and a tribal college in Utqiagvik, Alaska, implemented culturally relevant curricular materials for introductory chemistry to examine local, cultural, and scientific resources to explore arctic snow processes. In the snow chemistry unit, students conducted culturally motivated environmental research. They gathered information to develop research questions by listening to stories from Inupiaq Elder and community interviews. Then, students analyzed local snow samples, interpreted the data, and shared their results with the greater community for feedback and celebration. The collaboration and communication with the community provided an opportunity for students to explore the connection between cultural references and scientific concepts. The image below shows the components of the snow chemistry unit. You can visit here to find the details about the culturally relevant chemistry unit.

Spencer, J. L., Maxwell, D. N., Erickson, K. R. S., Wall, D., Nicholas- Figueroa, L., Pratt, K. A., & Shultz, G. V. (2021). Cultural Relevance in Chemistry Education: Snow Chemistry and the Iñupiaq Community. Journal of Chemical Education, 99(1), 363-372. https://doi.org/10.1021/acs.jchemed.1c00480

The Public Lab: Community Science in the Classroom

Public Lab is a non-profit pursuing environmental justice through community science and open technology. Here, they explain using classroom community science projects to democratize scientific knowledge and increase the participation of all students.

The Underrepresentation Curriculum Project

The Underrepresentation Curriculum (URC) is free for STEM instructors to teach about justice and equity in STEM. The URC provides guidance on planning your implementation and detailed lesson plans to explore the nature of science, equity-relevant topics, and action plans. The lesson plan collection includes units about representation, subjectivity, systemic injustices in STEM, and data analysis. You may consider exploring these resources here and choose to implement them in any capacity.

Voices in Urban Education (VUE) at NYU

Yvonne Thevenot explores culturally responsive and sustaining STEM curriculum as a problem-based science approach here. They focus on the tenets of culturally responsive STEM education, including fostering student agency, prior understanding, and rapport between teachers and students.

Socio-scientific Issues-based Teaching

Socioscientific issues-based instruction uses real-world issues to engage students in science learning. These issues often have both scientific and social aspects, requiring students to integrate their understanding of scientific concepts with ethical, economic, and social considerations. Socioscientific issues (SSI) are controversial problems such as nuclear power, climate crisis, fluoridation, fracking, artificial intelligence, and genetically modified organisms faced by our students. They can provide powerful opportunities for students to engage in dialogue and scientific argumentation. Case studies, role-playing exercises, research and science communication projects, and community service projects are useful implementation vehicles for SSI. For example, if you are teaching a unit on corrosive chemistry, you may consider designing your lesson plan around lead prevention techniques in the context of the Flint Water Crisis. It might be a good idea to see if lead poisoning is also happening in your students’ communities. Here in the TLC Assignment Library, you can find an SSI case study titled “How did lead get into Flint’s water?”. Lastly, you can find some examples of ways to teach SSI in the classroom here. Examples include ethical concerns regarding pharmacogenetics, zoos' role in conserving endangered species, and neuroethics.

Access and UDL

Accessible design in STEM classrooms and labs involves thoughtful consideration of physical spaces, instructional materials, and digital resources to accommodate the diverse needs of students. Designing for accessgoes beyond consideration of physical barriers; it also involves ensuring that all students have equitable access to learning opportunities. This includes providing alternative formats for materials, allowing for multiple means of expression and engagement and fostering flexible pathways for learning. In addition, Universal Design for Learning (UDL) offers guidelines for designing learning experiences that cater to a diverse range of learners. Its three main principles - engagement, representation, and action & expression - encourage instructors to present information in multiple ways and offer diverse opportunities for student interaction and learning.

We recommend you review Chapter 4: Conceptualizing Your Course and Chapter 8: Educational Technology for accessible course design from Teach@CUNY Handbook. In addition, we encourage you to explore accessibility and safety guidelines provided by your teaching campuses. Below, we provide a list of resources on access and UDL in STEM classrooms.

• Making Your Couse Accessible: Quick Guide by Laurie Hurson
• Making Science Labs Accessible to Students with Disabilities by Sherly Burgstahler
• CUNY SPS Accessibility Toolkit by Kelly Hammond
  • Chapter 10: Accessibility in STEM
• Universal design for learning: pleasure, accessibility, and the radical possibilities of good design by Shima Houshyar.

Mentoring

Effective mentorship is crucial to supporting students in STEM fields, developing their skills and interests, and supporting them in their desired career pathways. Positive mentoring relationships in STEM are importantsince they 1) increase access, 2) promote participation and interest, 3) provide an inclusive environment, 4) hone skills, and 5) contribute to science identity development and career preparation. Mentorship training is often overlooked and not recognized in the higher education professional development process. We recognize the need for mentorship resources and provide tips and tools below that can be helpful as you work with CUNY undergraduates.

According to the National Academies of Sciences, Engineering, and Medicine, mentorship is defined as “a professional, working alliance in which individuals work together over time to support the personal and professional growth, development, and success of the relational partners through the provision of career and psychosocial support.” It involves a skill set that can be learned and cultivated through reflection and feedback. Mentoring as a graduate student can be a transformative experience because you hold a dual role as a mentee to your PI/supervisor and mentor to your students. Defining effective mentorship, identifying practices, and exploring your mentoring personality and preferences can contribute to your professional and personal success. It can also help you identify your own needs and communicate with your supervisor.

Research on mentoring identifies flexibility, communication, and trust as key qualities of effective mentorship. These skills are built in relationship to each other, and can be strengthened over time. What follows may provide a beneficial starting point for thinking about your mentoring practice.

1. Clear communication for the mentoring relationship
   1. Aligning expectations
   2. Assessing understanding
   3. Articulating your mentoring plan
2. Promoting professional and academic development
   1. Engaging students in ongoing scholarly conversation
   2. Demystifying graduate school
   3. Fostering independence
   4. Help foster networks
   5. Providing constructive feedback
3. Social and emotional support
   1. Addressing equity and inclusion
   2. Provide encouragement and support
   3. Looking out for students’ interests
   4. Treat students with respect
   5. Provide a personal touch

You can explore the science of effective mentoring more through this guide created by the Board on Higher Education and Workforce of the National Academies of Sciences.

A Brief Teaching Manual for Lab Instruction

Most doctoral students in bench sciences at the GC teach laboratory sections at CUNY. Providing an inclusive and engaging learning environment to CUNY undergraduates in these introductory courses is critical to students' ability to hone essential scientific practice skills like critical thinking, problem-solving, and data analysis through hands-on experiences. Lab instruction provides a bridge between theoretical knowledge and practical application, and can help students develop technical skills, grow as science communicators, and strengthens science identity.

Lab experiences can sometimes feel formulaic and disconnected from the concepts explored in lectures. Moving beyond rote procedures can support students in drawing connections between lecture materials and real-world applications. When appropriate, introducing open-ended lab investigations can encourage student-driven exploration and discovery. In order to create an effective inquiry-focused lab environment, we recommend you prioritize (1) sharing learning goals that clearly link theory to practice, (2) structuring scaffolded collaborative work, and (3) providing frequent formative assessments so that students can refine their skills and develop agency to work independently. Offering pre-lab assignments or activities can help students arrive prepared to participate actively. Lastly, incorporating virtual labs and simulations alongside traditional wet labs can enhance accessibility, safety, and transferable skills across disciplines. Below is a list of CUNY resources that address various elements of STEM lab instruction.

General Biology OER Laboratory Manual

Supported by the Kingsborough Community College OER Grant, instructors at the Department of Biological Sciences developed and implemented online general biology lab exercises as a response to the COVID-19 Pandemic. You can access the manual via Manifold CUNY here.

General Chemistry OER Activities

Ji Kim from CUNY Guttman Community College, who participated in the STEM Pedagogy Institute, published several open-education resources that connect disciplinary ideas to real-world problems. Below is a list of activities you can access freely.

• Experiential Learning Activity: Biodiesel Inquiry Project (Kim, J. OER CUNY AW, 2019).
• Past, Present, and Future of Waste Cooking Oil (Beyond Biofuel) (Kim, J., OER CUNY Academic Works, 2020).
• The Statue of Liberty: The Chemistry of Copper (Kim, J. and Allen, M., OER CUNY Academic Works, 2020).
• Applied Math in Introductory Chemistry (Kim, J. and Pai, G. OER CUNY Academic Works, 2022).
• The Water (Kim, J. OER CUNY Academic Works, 2023).

A Collection of STEM OER across CUNY

Below, we provide a list of OER sites you can explore and consider remixing or adapting.

• General Biology at BCC https://bccbio.commons.gc.cuny.edu/
• General Biology Lab Manual Using Climate Change Models https://bioclimate.commons.gc.cuny.edu/
• Microbiology at Guttman https://gccmicrobio.commons.gc.cuny.edu/
• Genetics at Guttman https://geneticsatgcc.commons.gc.cuny.edu/
• Foundations of Chemistry https://midasscc110.commons.gc.cuny.edu/course-schedule/
• The Physical Universe https://opened.cuny.edu/courses/the-physical-universe/view
• Astronomy https://opened.cuny.edu/courses/astronomy-141/view
• General Introductory Physics Laboratory Exercises https://opened.cuny.edu/courses/physics-110-lab-section-8-fall-2021/view
• Environmental Science Laboratory https://opened.cuny.edu/courses/environmental-science-lab-99/view

In addition, you can explore Online Resources for Science Laboratories developed by the CTL at Kent State University and the STEM Lab Course Design Lab Guide developed at Stanford CTL.

Science Communication

Improving students’ ability to communicate science to non-expert audiences should be a key learning goal of science instruction. Especially in introductory STEM courses, students may have misconceptions about the disciplinary ideas you are introducing in class. As science educators, it is imperative to be able to communicate complex concepts and findings with as little jargon as possible. Developing your own science communication skills is crucial for fostering effective knowledge dissemination and public engagement, as well as enhancing student learning and increasing STEM career interests.

Helping students learn to communicate their science to a non-STEM audience increases participation in STEM in two main ways: 1) it helps facilitate a deep understanding of the subject matter; which is required if one is to explain concepts clearly and in their own words instead of regurgitating what was covered in class, and 2) it allows them to share what they are learning with their friends and family members which can help them build a sense of community with those with whom they live and work.

Incorporating presentations where students explain scientific concepts to their peers, developing science blogs or podcasts, or engaging with social media can help students practice communication skills. You can also consider partnering with local science outreach initiatives to provide opportunities for students to share their knowledge with the community. For example, in a biology class, students can create infographics on food insecurity in the city and develop educational materials for younger audiences.

If you want to explore more on science communication in STEM classrooms, below are selected resources for helping undergraduate students strengthen their science communication skills.

1. Teter, K. (2023). Science communication from a course‐based undergraduate research experience. Biochemistry and Molecular Biology Education. https://doi.org/10.1002/bmb.21728
2. Wells, W. A. (2004). Me write pretty one day: how to write a good scientific paper. The Journal of cell biology, 165(6), 757. https://doi.org/10.1083%2Fjcb.200403137

Lastly, the following list includes CUNY-based efforts to increase communication skills.

• Fresard, S., Anderson, K. L., Avnon-Klein, D., Pangburn, S., & Cranford, S. (2022). Should we sound smarter than eighth graders?. Matter, 5(10), 3079-3082. https://doi.org/10.1016/j.matt.2022.09.010
• The CUNY Science Communication ToolKit
• The Graduate Center Science Communication Academy at the Advanced Science Research Center

References

Bybee, R., & Landes, N. M. (1990). Science for life and living: An elementary school science program from Biological Sciences Improvement Study (BSCS). The American Biology Teacher, 52(2), 92-98.

Collins, S. N., & Appleby, L. (2018). Black Panther, Vibranium, and the Periodic Table. Journal of Chemical Education, 95(7), 1243-1244. https://doi.org/10.1021/acs.jchemed.8b00206

Culver, K. C., Bowman, N. A., Youngerman, E., Jang, N., & Just, C. L. (2022). Promoting equitable achievement in STEM: lab report writing and online peer review. The Journal of experimental education, 90(1), 23-45. https://doi.org/10.1080/00220973.2020.1799315

Demetriadis, S., Egerter, T., Hanisch, F., & Fischer, F. (2011). Peer review-based scripted collaboration to support domain-specific and domain-general knowledge acquisition in computer science. Computer Science Education, 21(1), 29-56. https://doi.org/10.1080/08993408.2010.539069

Fresard, S., Anderson, K. L., Avnon-Klein, D., Pangburn, S., & Cranford, S. (2022). Should we sound smarter than eighth graders?. Matter, 5(10), 3079-3082. https://doi.org/10.1016/j.matt.2022.09.010

GC Provost’s Office. (2022). Doctoral 2021 Student Experience Survey Report. Retrieved from: https://www.gc.cuny.edu/institutional-research-and-effectiveness/survey-research

GC Office of Institutional Research and Effectivess. (2022). Doctoral Employment Outcomes. Retrieved from: https://public.tableau.com/app/profile/cuny.gc.edu.oire.2018/viz/DoctoralEmploymentOutcomes/Story2

GC Teaching & Learning Center. (2023). Teach@CUNY Handbook Version 5.0. cuny.is/tcuny-handbook

Goudsouzian, L. K., & Hsu, J. L. (2023). Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom. CBE—Life Sciences Education, 22(3), es3. https://www.lifescied.org/doi/10.1187/cbe.22-10-0211

Hoskins, S. G., Lopatto, D., & Stevens, L. M. (2011). The CREATE approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE—Life Sciences Education, 10(4), 368-378. https://www.lifescied.org/doi/10.1187/cbe.11-03-0027

Katopodis, C. (2023). Three Ways to Structure Successful Group Work. Inside Higher Ed.

Pon-Barry, H., Packard, B. W. L., & St. John, A. (2017). Expanding capacity and promoting inclusion in introductory computer science: a focus on near-peer mentor preparation and code review. Computer Science Education, 27(1), 54-77. https://doi.org/10.1080/08993408.2017.1333270

Spencer, J. L., Maxwell, D. N., Erickson, K. R. S., Wall, D., Nicholas- Figueroa, L., Pratt, K. A., & Shultz, G. V. (2021). Cultural Relevance in Chemistry Education: Snow Chemistry and the Iñupiaq Community. Journal of Chemical Education, 99(1), 363-372. https://doi.org/10.1021/acs.jchemed.1c00480

Snyder, J. J., Sloane, J. D., Dunk, R. D., & Wiles, J. R. (2016). Peer-led team learning helps minority students succeed. PLoS biology, 14(3), e1002398. https://doi.org/10.1371/journal.pbio.1002398

Teter, K. (2023). Science communication from a course‐based undergraduate research experience. Biochemistry and Molecular Biology Education. https://doi.org/10.1002/bmb.21728

Uribe, L.H. (2018). Teach your own research and ultimately teach yourself. Visible Pedagogy.

Wells, W. A. (2004). Me write pretty one day: how to write a good scientific paper. The Journal of cell biology, 165(6), 757. https://doi.org/10.1083%2Fjcb.200403137

Zhai, Y., Tripp, J., & Liu, X. (2024). Science teacher identity research: A scoping literature review. International Journal of STEM Education, 11(1), 20. https://doi.org/10.1186/s40594-024-00481-8