SAGE Musings: 2YC Research Students' Experiences, in Their Own Words
Stephanie Schroeder, University of Southern California
A blog post from the SAGE 2YC project featuring first-hand reflections of community college students in the NSF-funded C4 Research Experience for Undergraduates, detailing their challenges, growth, and insights on research, imposter syndrome, and STEM career development. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: "Blooming" Exams and Other Summative Assessments
Jenny McFarland, Edmonds College
A blog post from the SAGE 2YC project discussing how applying Bloom’s Taxonomy to summative assessments—such as exams, presentations, and portfolios—helps align evaluation methods with higher-order learning goals in STEM education, promoting critical thinking and disciplinary application. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Framing Leadership in Times of Crisis
This educational webpage from the SAGE 2YC project explores leadership in crisis contexts within higher education, emphasizing Bolman and Deal’s four leadership frames—structural, human resources, political, and symbolic—and their application during emergencies like the 2020 pandemic; it provides strategies for faculty development, including book clubs, self-assessments, case studies, and debriefing techniques to enhance organizational leadership and communication skills. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Using Course-Level Outcomes Data
A content page from the SAGE 2YC project that explains how to use course-level outcomes data—such as enrollment, success rates, and progression metrics disaggregated by demographics—to identify equity gaps, guide program improvements, and evaluate changes in two-year college geoscience education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Teaching Students Metacognitive Strategies
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing how teaching metacognitive strategies—such as Bloom’s Taxonomy, study skill alignment, and exam wrappers—enhances student learning in two-year college STEM education, with practical examples and references from faculty development initiatives. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Shifting from Deficit Thinking to Asset Thinking
Carol Ormand Ph.D., Carleton College
Blog post analyzing the shift from deficit to asset-based thinking in STEM education, advocating for recognizing student potential over perceived shortcomings, promoting inclusive pedagogy, high expectations with scaffolding, and institutional responsibility in supporting underrepresented students in two-year colleges. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: The Dunning-Kruger Effect and Metacognition
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing the Dunning-Kruger Effect and its relationship to metacognition in education, emphasizing how teaching metacognitive skills—such as self-regulated learning, reflection, and self-assessment—can help students more accurately evaluate their own competence and improve learning outcomes. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

How to Use Active Learning
This educational webpage offers guidance on implementing active learning strategies in undergraduate STEM education, particularly within two-year college settings, covering pedagogical selection based on learning goals, class size, time constraints, and faculty/student experience, while providing practical resources such as downloadable posters, discipline-specific teaching examples, and evidence-based recommendations from the Pedagogy in Action and On the Cutting Edge projects. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

Strategies and Time Investment
A web page from the SAGE 2YC project offering a categorized reference table that maps active learning strategies—such as Think-Pair-Share, Jigsaws, and Service Learning—to their required class and preparation time investment, supporting pedagogical planning in two-year college STEM education. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.

SAGE Musings: Implementing a Values Affirmation Intervention
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing the implementation of values affirmation interventions in STEM education, detailing the step-by-step process based on published studies, explaining the psychological mechanism behind reducing stereotype threat, and emphasizing the importance of affirming students' personal identities to improve academic performance, particularly among underrepresented groups. auto-generated The author of this page didn't provide a brief description so this one sentence summary was created by an AI tool. It may not be completely accurate.