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.

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: 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.

Align Teaching Strategies to Learning Goals
This educational content page from the SAGE 2YC project outlines how to align active learning teaching strategies—such as Think-Pair-Share, Jigsaw, and Classroom Response Systems—with specific learning goals including formative assessment, metacognition, problem solving, and quantitative skill development, providing faculty with evidence-based pedagogical methods to enhance student engagement and deep learning 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.

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: Addressing Implicit Bias in STEM
Carol Ormand Ph.D., Carleton College
A blog post from the SAGE 2YC project discussing implicit bias in STEM education, defining it as unconscious stereotypes affecting underrepresented groups, emphasizing that all individuals hold such biases, and presenting evidence-based strategies—such as using rubrics, fostering inclusive language, diversifying course content, and implementing active learning—to recognize, address, and mitigate these biases in academic settings. 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.