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: "Blooming" Exams and Other Summative Assessments
Jenny McFarland, Edmonds Community 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.

SAGE Musings: Teaching about Mindset
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing Carol Dweck’s mindset research and its implications for teaching, offering strategies and resources—such as the Mindset Kit and growth mindset videos—to help educators foster a growth mindset in students, particularly within 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: 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.

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: 2018 Report on the Status of the Geoscience Workforce
Carol Ormand Ph.D., Carleton College
This blog post analyzes key findings from the 2018 Report on the Status of the Geoscience Workforce, focusing on trends in two-year college geoscience programs, employment projections, salary data, and demographic disparities in the field, particularly regarding gender and racial representation. 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: 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: 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.

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.