SAGE Musings: The Power of Affirming Your Values
Carol Ormand Ph.D., Carleton College
This educational blog post explains how values affirmation—a brief, evidence-based writing exercise where students reflect on their core personal values—can significantly reduce achievement gaps for underrepresented groups in STEM by mitigating stereotype threat, with results demonstrated in peer-reviewed studies involving middle school and college students. 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: 2YC Research Students' Experiences, in Their Own Words
Stephanie Schroeder, University of Southern California; students from the 2017 Community College Cultivation Cohort
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.

SAGE Musings: Building Online Academic Communities
Carol Ormand, SERC, Carleton College
This webpage is a blog post from the SAGE 2YC project offering evidence-based strategies for building inclusive online academic communities, covering explicit norm-setting, equitable synchronous and asynchronous pedagogies, community introductions, feedback mechanisms, and effective use of digital tools to foster engagement in virtual learning and professional development 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.

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: Addressing Diversity, Equity, and Inclusion at the Department Level
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project offering a research-based checklist for geoscience departments to advance diversity, equity, and inclusion through actionable strategies in recruitment, student support, belonging, and bias mitigation. 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.

SAGE Musings: Catalyzing and Sustaining Institutional Change
Andrew Haveles, Hamline University; Carol Ormand Ph.D., Carleton College
SAGE Musings is an educational web page focused on institutional change in higher education, particularly within two-year colleges, offering strategies for catalyzing and sustaining change through leadership, community building, and alignment with institutional goals, drawing on models like the InTeGrate project’s cycle of innovation and emphasizing communication, measurable outcomes, and stakeholder engagement. 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.