Theme: Geoscience Education Research

The programming listed below seeks to address the topic of Geoscience Education Research.

Using Course Observations to Characterize Spatial Thinking in Undergraduate Geology Courses ORAL SESSION
Monday 1:30pm Tate 105

Stephanie Sabatini, North Carolina State University
David McConnell, North Carolina State University

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Traditional undergraduate education often consists of passive delivery of course content without explicit focus on fostering the development of essential skills. However, in recent years, various STEM disciplines ...
Engaging students in the scientific process: A case study of inquiry within five introductory geology courses ORAL SESSION
Monday 1:45pm Tate 101

Meryssa Piper, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia
Kelsey Bitting, Elon University
Rachel Teasdale, California State University-Chico

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Introductory geology courses provide crucial opportunities to learn how to apply scientific information and practices, and help recruit students to the major. As such, high quality instruction is important, ...
Assessing students' perceived skill acquisition and growth in a face-to-face geology field camp ORAL SESSION
Monday 2:15pm Tate 101

Lancen Tully, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia
Dave Barbeau, University of South Carolina-Columbia

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Geology field camp (field camp) is a required part of the undergraduate curriculum at many geology programs in the United States. Field camp is generally a capstone course for juniors and seniors where students ...
Exposure To How an Industry Applies Science ORAL SESSION
Monday 2:30pm Tate 105

Corine Prieto, VIDL Network

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Modern learning science suggests that reading and studying a topic alone is not sufficient to gain working knowledge. Proficiency is gained through the practice of the topic. Students today face competition from ...
What spatial thinking skills are important in hydrogeology? ORAL SESSION
Monday 2:30pm Tate 101

Peggy McNeal, Towson University
Heather Petcovic, Western Michigan University
Joel Moore, Towson University
Matt Reeves, Western Michigan University
Oluwarotimi Popoola, Western Michigan University

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Hydrogeologists integrate three-dimensional data from maps, wells, field sites, and models to understand subsurface movement of groundwater and pollutants. This work is highly spatial. While many students enter ...
Assessing Student Transdisciplinary Thinking about Sustainability through Wicked Problems ORAL SESSION
Monday 3:00pm Tate 101

Ellen Iverson, Carleton College
Ashley Carlson, Carleton College
Kristin O'Connell, Carleton College
David Szymanski, Bentley University
Otgontsetseg Erhemjamts, Bentley University
Melissa Lenczewski, Northern Illinois University
Christine Mooney, Northern Illinois University
Rick Oches, Bentley University
John Ritter, Wittenberg University
Rachel Wilson, Wittenberg University
Mitchell Bender-Awalt, Carleton College

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To address the wicked problems of sustainability in a global economy, students need instruction that drives them to use systems thinking and integrate ideas from across multiple disciplines. The NSF-funded ...
Teaching Earth's Climate Using a Student Friendly Global Climate Model ORAL SESSION
Monday 3:15pm Tate 101

Kimberly Carroll Steward, University of Nebraska at Lincoln
Dave Gosselin, University of Nebraska at Lincoln
Cory Forbes, The University of Texas at Arlington

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Increasing consensus about anthropogenic changes to Earth's climate within the scientific community is not fully reflected in current public opinion, suggesting that work needs to be done in fostering climate ...
Facilitating spaces of collaborative learning for geoconservation using a new board game, "Reef Survivor: Jamaica" ORAL SESSION
Monday 3:30pm Tate 101

Estefania Salgado-Jauregui, The University of Texas at Austin
Rowan Martindale, The University of Texas at Austin
Kathy Ellins, The University of Texas at Austin
Denise Henry, Alligator Head Foundation, Portland, Jamaica
Debbie-Ann Gordon-Smith, The University of the West Indies, Mona, Jamaica

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"Reef Survivor: Jamaica" is an educational board game that incorporates elements of place-based education and Earth systems thinking to help players learn about reef ecology and resilience in the face of ...
Understanding the complex teaching-related characteristics of graduate teaching assistants to provide a personalized teaching assistant orientation ORAL SESSION
Monday 3:45pm Tate 101

Georgina Anderson, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia
Michelle Hardee, University of South Carolina-Columbia
Katie Kathrein, University of South Carolina-Columbia

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Universities often require incoming graduate teaching assistants (GTAs) participate in a Teaching Assistant Orientation (TAO), though the scope and content vary. TAO at the University of South Carolina, provided ...
Investigating flood hazard mitigation via a role-playing case-study in Brays Bayou, Houston, Texas SHARE-A-THON
Wayana Dolan, University of North Carolina at Chapel Hill
Tamlin Pavelsky, University of North Carolina at Chapel Hill
Megan Plenge, University of North Carolina at Chapel Hill

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Set in the Brays Bayou watershed in Houston after extreme flooding due to Tropical Storm Allison in 2001, students will roleplay stakeholders in the neighborhood who are evaluating mitigation strategies to prevent ...
Coal: The Geologic History of a Fossil Fuel and its Function in a Changing Climate TEACHING DEMONSTRATION
Tuesday 2:50pm-3:10pm Bruininks 131A

Elisabeth Ervin-Blankenheim, Front Range Community College

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In this experiential laboratory, students explore the fossil fuel, coal, its geologic origins, its role in plate tectonics, and the implications of burning coal for climate change. The lab contains a virtual field ...
Broadening Participation through Disruption and Technology POSTER SESSION
Lisa Doner, Plymouth State University
Mary Earick, New Mexico Highlands University
Amy Villamagna, Plymouth State University
Eric Kelsey, Plymouth State University
Rachelle Lyons, Plymouth State University
Sarah Turtle, Plymouth State University
Tracey Lesser, New Hampshire Technical Institute
Ye Tao, Harvard University

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From 2018-2022, Plymouth State University, a predominantly undergraduate institution with no geology program but strong B.S. and M.S. programs in meteorology and environmental science ran a GeoPaths EXTRA project ...
The Influence of Geoscientist Spotlights on the Perceived Identities of Scientists POSTER SESSION
Peyton Smalls, University of South Carolina-Columbia
Sarah Todd, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia

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Majors frequently "discover" the geosciences through introductory courses, yet the scientists featured there often reflects historical stereotypes of scientists (e.g. white, straight, cisgender male). ...
Who's going outside? A survey on field trip practices in Introductory Courses POSTER SESSION
Avery Shinneman, University of Washington-Bothell Campus

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Relatively good data exist on the frequency of field-based coursework offered to upper division students in earth and environmental sciences nationally as well as the skills they aim to develop and foster in ...
Demystifying Graduate School: Tapping the Alumni Resource POSTER SESSION
Katie O'Sullivan, California State University-Bakersfield

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This project conducted a series of alumni panel discussion videos on various topics with the goal of demystifying graduate school to undergraduates. The inspiration for this project came from undergraduate student ...
Community-informed improvements with the Compass project: Advancing Earth Education Resource Discovery POSTER SESSION
Kristin O'Connell, Carleton College
Ashley Carlson, Carleton College
Calli Thompson, Carleton College
Ellen Iverson, Carleton College

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The Science Education Resource Center (SERC) website is BIG and has been growing for the last 20 years. SERC has worked in collaboration with over 250 projects resulting in 6,000+ teaching activities, 6,600+ ...
Results of the 2021/2022 GER Needs Assessment Survey: A Snapshot of the Community POSTER SESSION
Annie Klyce, University of South Carolina-Columbia
Katherine Ryker, University of South Carolina-Columbia
Laura Lukes, University of British Columbia
Kim Cheek, University of North Florida
Nicole LaDue, Northern Illinois University
Peggy McNeal, Towson University
Kristen St. John, James Madison University

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The geoscience education research (GER) community began to coalesce as its own independent field in the 2000s, after significant groundwork done by "border crossers" in prior decades (NRC, 2012). By 2014, ...
Just trust me: Undergraduates' perceptions of climate science and scientists POSTER SESSION
Steph Courtney, Auburn University Main Campus
karen mcneal, Auburn University Main Campus

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The connections between an individual's beliefs concerning climate change and their political ideology is well known by both researchers and the public. Understanding the causes and outcomes of those ...
Raising our expectations for JEDI work in geoscience faculty evaluation systems: an insight into who sustains this work and what motivates faculty to be engaged POSTER SESSION
Alisa Kotash, University of Oklahoma Norman Campus
Morgan Woodle, University of Oklahoma Norman Campus
Joyeeta Bhattacharya, University of Oklahoma Norman Campus
Megan Elwood Madden, University of Oklahoma Norman Campus
Amy Cerato, University of Oklahoma Norman Campus
Mashhad Fahes, University of Oklahoma Norman Campus
Jane Irungu, University of Oklahoma Norman Campus
Lori Snyder, University of Oklahoma Norman Campus
Lynn Soreghan, University of Oklahoma Norman Campus

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Many geoscience departments are acutely aware of the exceptionally low racial and ethnic diversity among our geoscience students, faculty, and professional peers. Unfortunately, these demographics have stayed ...
Quantitative skills in courses for geoscience majors POSTER SESSION
Eric Baer, Highline Community College
Beth Pratt-Sitaula, UNAVCO
Rory McFadden, Gustavus Adolphus College

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Application of quantitative skills in geoscience courses is a source of frustration for many faculty and a significant barrier to students. One response is to remove quantitative content from geoscience courses. ...
Transdisciplinary Water Education: A View Across Standards for Teaching and Learning to Foster Water Literacy POSTER SESSION
Holly White, University of Maine
Silvia Jessica Mostacedo Marasovic, The University of Texas at Arlington
Brooke Colleen Mott, University of Nebraska at Lincoln
Cory Forbes, The University of Texas at Arlington

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Water is one of Earth's fundamental natural systems and is critical to sustain human existence. Water literacy is a key outcome for learners of all ages, who should understand how water interacts with both ...
Supporting secondary students' understanding of Earth's climate system and global climate change using Easy Global Climate Modeling POSTER SESSION
Amanda Olsen, The University of Texas at Arlington
Silvia Jessica Mostacedo Marasovic, The University of Texas at Arlington
Cory Forbes, The University of Texas at Arlington

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Science classrooms are uniquely positioned for teaching and learning about Earth's climate system and Global Climate Change (GCC), as well as how both are studied scientifically, particularly using ...
The Food-Energy-Water Nexus: Using Hydroviz to Support Undergraduate Students' Learning about Complex Socio-Hydrologic Issues POSTER SESSION
Silvia Jessica Mostacedo Marasovic, The University of Texas at Arlington
Holly White, University of Maine
Cory Forbes, The University of Texas at Arlington

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The Food-Energy-Water (FEW) Nexus is a framework that foregrounds food, energy, and water security, while responding to increasing human and natural pressures brought about by population growth and economic ...
Peer groups as a mechanism to build social support for STEM majors from low-income backgrounds POSTER SESSION
Nicole LaDue, Northern Illinois University
Daryl Dugas, Northern Illinois University
Stephanie Schmidt, Northern Illinois University
Duangkamon Witikun, Northern Illinois University

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The Building Engagement in Laboratories, Networking, and Peer Groups (BELONG) in STEM project is an NSF-funded Scholarships in STEM (S-STEM) program for high-achieving, low-income students. Our project model ...
"This isn't working for me. Can we do it a different way?" The Lived Experiences of Geoscience Students with Learning Disabilities POSTER SESSION
Nina Morris, Western Michigan University
Heather Petcovic, Western Michigan University

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The purpose of this exploratory qualitative study is to better understand the lived experiences of geoscience students with learning disabilities in their undergraduate and graduate classes. Students with learning ...
Insights and Learning Gains from a Novel Water and Wastewater Systems Module POSTER SESSION
Hayley Joyell Smith, University of Georgia
Gary Hawkins, University of Georgia
Cathy Manduca, Carleton College
Patty Lawson, University of Georgia

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Integrating water and wastewater systems (toilet systems) into geoscience courses highlights the relevance of human actions on the water, carbon, and nutrient systems. It also presents an opportunity to introduce ...
Thriving Pathways and Elements for Emerging Learners and Researchers POSTER SESSION
Mercy Achang, University of Delaware
Eliot Atekwana, University of California-Davis
Estella Atekwana, University of California-Davis
Mileva Radonjic, Oklahoma State University-Main Campus
eAtanga Mafor Magdalene

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Producing new knowledge and inventions is an exciting journey that every researcher embarks upon and invests their time and energy into. However, emerging researchers and learners often lack scientific inquiry ...
Instrument Validity and Reliability WORKSHOP
Thursday, Friday 8:30am-11:30am Tate 301-20

Ellen Iverson, Carleton College
Kerry Vachta, Carleton College

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This workshop is designed specifically for researchers at any stage in their career (from undergraduate to late career) who are interested in learning about instrument validity and reliability. During the two-day ...
Scholarship of Teaching and Learning: Next Steps AFTERNOON MINI WORKSHOP
Thursday 1:30pm-4:00pm Tate 301-20

Nicholas Soltis, University of Indianapolis

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This session is designed for practitioners at various stages of experience with Scholarship of Teaching of Learning (SoTL), from those who are looking to incorporate SoTL in their classrooms to those who have data ...
A pilot study of how evolution understanding, evolution acceptance, and perceptions of conflict between religion and evolution are affected by biology, geoscience, and science education courses at a religiously affiliated institution ORAL SESSION
Thursday 1:30pm Tate B20

Brendan Anderson, Baylor University
Elizabeth Petsios, Baylor University
Suzanne, Baylor University
Dana Friend, Paleontological Research Institution

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Understanding and acceptance of the theory of evolution are crucial components of science literacy, and widespread non-acceptance of evolution may have far reaching policy consequences for human health, ...
Using an online storm chasing game as a vehicle to teach meteorology ORAL SESSION
Thursday 1:45pm Tate 105

Robin Tanamachi, Purdue University-Main Campus
Loran Parker, Purdue University-Main Campus
Ryan Koopmans, Simchi Corp.

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This presentation will describe the integration of a no-cost, web-based, online game (Stormslam) in a meteorology-focused, general science course at Purdue University in Spring 2021. In Stormslam, players engage in ...
Data show that ALL students do better when Introductory Geology course is adapted to actively and equitably include visually impaired students ORAL SESSION
Thursday 1:45pm Tate B20

Kate Pound, North Hennepin Community College

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Educators work within a system that expects us to address the learning needs of all our students, which can be challenging, particularly given the status of funding, resources, and time available to us, it can ...
Development of Socially and Ethically Articulate Science Identities in a Broader Impacts of Science Course ORAL SESSION
Thursday 2:00pm Tate B20

Adam Papendieck, The University of Texas at Austin
Flavio S. Azevedo, The University of Texas at Austin
Julia Clarke, The University of Texas at Austin

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Students in the geosciences and other sciences may have few opportunities in their academic curriculum to think systematically about the individual and social values that influence their disciplinary pursuits. ...
Learning and Identity Work in a Field-based Introductory Geology Course ORAL SESSION
Thursday 2:15pm Tate B20

Christopher J. Bell, The University of Texas at Austin
Adam Papendieck, The University of Texas at Austin
Fernando Rey, The University of Texas at Austin
Mary Poteet, The University of Texas at Austin
David Mohrig, The University of Texas at Austin

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Place- and field-based learning experiences have been shown to contribute to students' understandings of the earth as a complex system and strengthen their scientific identities. At the same time, ...
Virtual strike and dip – advancing inclusive and accessible field geology ORAL SESSION
Thursday 2:45pm Tate B20

Natalie Bursztyn, The University of Montana-Missoula
Pejman Sajjadi, Pennsylvania State University-Main Campus
Hannah Riegel, Appalachian State University
Jiawei Huang, Pennsylvania State University-Main Campus
Jan Oliver Wallgrün, Pennsylvania State University-Main Campus
Jiayan Zhao, University of Arkansas at Little Rock
Bart Masters, Pennsylvania State University-Main Campus
Alexander Klippel, Pennsylvania State University-Main Campus

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Accessibility and inclusivity in field geology have become increasingly important issues to address in geoscience education and have long been set aside due to the tradition of field geology and the laborious task ...
Examining experiences in the geosciences as a student and as a professor with a learning disability: an autoethnography comparing the two perspectives ORAL SESSION
Thursday 3:00pm Tate B20

Caitlin Callahan, Grand Valley State University

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In 2015 when I started my career as an assistant professor in geology at Grand Valley State University, I resolved that I would disclose my learning disability (LD) to the students in each course that I taught, ...
Expanding HBCU Pathways for Geoscience Education ORAL SESSION
Thursday 3:15pm Tate B20

Sue Ebanks, Savannah State University
Dr. Edith Davis, Florida Agricultural & Mechanical University
Reginald Archer, Tennessee State University

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Over the past 40-plus years of recruitment activities and tracking of racial demographics, there has been an obvious consistent under-representation of African Americans in the Geosciences, both as a field and for ...
American Meteorological Society Education Initiatives: Earth Science Literacy for All! ORAL SESSION
Thursday 3:15pm Tate 105

Wendy Abshire, American Meteorological Society
Elizabeth Mills, American Meteorological Society

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For 30+ years the AMS Education Program has offered educators nationwide professional development opportunities in weather, water, and climate science. As a K-13 initiative, the Program exists to foster Earth ...
Investigating factors that affect teachers' participation in a Geo-STEM Learning Ecosystem ORAL SESSION
Thursday 3:45pm Tate 105

Cheryl Manning, Northern Illinois University
Nicole LaDue, Northern Illinois University

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Geo-STEM learning ecosystems (GLE) are communities of transformation engaging educators and learners in the geosciences to address local geoscience issues by bringing together current research and place-based ...
How do College Geoscience Instructors Find Virtual Field Experiences? POSTER SESSION
Kristen Foley, Western Michigan University
Heather Petcovic, Western Michigan University

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Virtual Field Experiences (VFEs) are a growing supplement and gateway to traditional fieldwork in the geosciences. With VFEs becoming more accepted for use in college geoscience courses, how instructors find and ...
Development of a Hydrogeology Concept Inventory POSTER SESSION
Oluwarotimi Popoola, Western Michigan University
Leilani Arthurs, University of Colorado at Boulder
Nicole LaDue, Northern Illinois University
Joel Moore, Towson University
Peggy McNeal, Towson University
Heather Petcovic, Western Michigan University
Matt Reeves, Western Michigan University

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Concept inventories are fundamental in assessing and evaluating student knowledge and understanding across science disciplines. In the earth sciences, existing inventories measure student understanding of ...
Disconnects between Professors' Expectations and Students' Academic Abilities in an Undergraduate Geoscience Department POSTER SESSION
Sarah Lynn Redding, University of Florida
Anita Marshall, University of Florida

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Student success in geology and other science, technology, engineering, and mathematics (STEM) courses can be negatively impacted by disconnects between professor expectations and student academic skills (Nicoll and ...
Assessing the impact of diagram detail on students understanding of hydrology POSTER SESSION
Daniel R. Curtis, Northern Illinois University
Nicole LaDue, Northern Illinois University
Megan Brown, Northern Illinois University

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Geoscience education relies on figures and diagrams to convey visual and spatial information to students, but the effectiveness of those images can be difficult to assess. Additionally, an individuals' ...
The EvaluateUR Methods: Improving learning outcomes, mentorship, and evaluation in independent undergraduate research, course-based research, and team competitions through metacognitive practice POSTER SESSION
Maureen Kahn, Carleton College
John Draeger, SUNY Buffalo State
Sean Fox, Carleton College
Jill Singer, SUNY Buffalo State
Daniel Weiler, SUNY Buffalo State
Jill Zande, Marine Advanced Technology Education (MATE) Center

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Metacognition is central to student learning, encouraging learners to be aware of what they are doing and why, and to use that awareness to make intentional adjustments to learn more effectively. Undergraduate ...
Quantifying Spatial Thinking Abilities in Meteorology Students Across the Curriculum POSTER SESSION
Lauren Decker, University of North Carolina at Charlotte
Casey Davenport, University of North Carolina at Charlotte

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Spatial thinking skills are essential to student success in disciplines such as geology, atmospheric science, and geography. In atmospheric science, skills such as mental animation, disembedding, and perspective ...
Do students learn science best with hands-on activities in introductory geology labs? POSTER SESSION
Stephen Torres, California State University-Chico
Rachel Teasdale, California State University-Chico
Kelsey Bitting, Elon University
Katherine Ryker, University of South Carolina-Columbia

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Laboratory activities provide opportunities to engage undergraduates in the "hands-on" portion of introductory courses. We conducted a study in which 11 teaching assistants (TAs) were asked a series of ...