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.

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.

Workforce Development Programs at Two-year Colleges
Content page detailing workforce development programs at two-year colleges, emphasizing local industry alignment, technical education, Associate's degrees, faculty with industry experience, and featuring ATE centers and geoscience-focused programs nationwide. 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: 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.

SAGE Musings: Moving Toward a Student-Centered Classroom
Carol Ormand Ph.D., Carleton College
This educational blog post from the SAGE 2YC project analyzes how to transition toward student-centered teaching in geoscience education using the Reformed Teaching Observation Protocol (RTOP) rubric, detailing five key instructional components—lesson design, propositional and procedural knowledge, and student-student and student-instructor interactions—while providing evidence-based strategies to enhance active learning, equity, and engagement in two-year college classrooms. 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: Implicit Bias in STEM
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing the pervasiveness of implicit bias in STEM fields, detailing evidence from research on how unconscious stereotypes affect students, hiring practices, and workplace dynamics—particularly disadvantaging women, underrepresented minorities, and people with disabilities—and outlining the need for evidence-based strategies to identify and mitigate such biases in academic and professional STEM environments. 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.

Develop Students' Science Identity
Content page from the SAGE 2YC project offering evidence-based strategies for fostering science identity in two-year college students, emphasizing inclusive pedagogy, diverse scientist role models, authentic research experiences, and real-world relevance to support underrepresented students in STEM. 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: Using Bloom's Taxonomy to Boost Student Metacognition
Jenny McFarland, Edmonds College
Blog post discussing how Bloom's Taxonomy enhances student metacognition through targeted learning strategies, formative assessments, and classroom practices like think-pair-share, with applications in office hours and exam design. 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.