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.

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.

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: 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.

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.

SAGE Musings: Impostor Syndrome
Carol Ormand Ph.D., Carleton College
A blog post discussing impostor syndrome in academia and STEM, covering its psychological effects, prevalence among faculty and students, and evidence-based strategies for overcoming it, while encouraging open dialogue and systemic change within educational 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: 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.