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The Grove Center

Research Publications

2024

  • Wang, Ying, Rayne A. Sperling, and Jennelle L. Malcos. "Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback." Metacognition and Learning (2024): 1-40.

2023

  • Wheeler, Lindsay B., Katerina V. Thompson, Gili Marbach-Ad, Patrick Sheehan, Jacqueline L. Bortiatynski, and Cindy Ghent. "Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions." CBE—Life Sciences Education 22, no. 2 (2023): ar20.

2022

  • Hatfield, Neil, Nathanial Brown, and Chad M. Topaz. "Do introductory courses disproportionately drive minoritized students out of STEM pathways?." PNAS nexus 1, no. 4 (2022): pgac167.

2021

  • Shandera, Sarah, Jes L. Matsick, David R. Hunter, and Louis Leblond. "RASE: Modeling cumulative disadvantage due to marginalized group status in academia." Plos one 16, no. 12 (2021): e0260567.
  • Leblond, Louis, and Melissa Hicks. "Designing laboratories for online instruction using the iOLab device." The Physics Teacher 59, no. 5 (2021): 351-355.

2020

  • Beckman, Matthew. "Assessment and evaluation tools for the undergraduate statistics major." (2020).
  • Campbell, Jacqueline M. "Learning from Worked Examples in Chemistry: A Self-Explanation Training." PhD diss., The Pennsylvania State University, 2020.
  • Brown, Nathanial, Sarah Zipf, Sherry Pagoto, Molly E. Waring, Neil Hatfield, Lindsay Palmer, Katherine A. Lewis, and Deja Workman. "Emergency remote instruction in 2020: Differential impacts on science, technology, engineering, and mathematics students’ confidence and belonging, by gender, race/ethnicity, and socioeconomic status." In Frontiers in Education, vol. 7, p. 915789. Frontiers Media SA, 2022.

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Cool CATS: Background Knowledge Probe

Curious how faculty use assessment to activate and check students’ prior knowledge? Discover the Background Knowledge Probe, a quick and effective teaching technique. Learn how to implement it in your next course session and check out our resources on how to get started.

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Multimedia Support

At the Grove Center, we understand the power of multimedia in enhancing the learning experience. Multimedia, which includes text, images, audio, video, and interactive content, can make complex scientific concepts more understandable and engaging for students. 

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Living Physics Community of Practice

The Grove Center for Excellence in Science Education welcomes instructors to join the Living Physics Community of Practice, a new initiative designed to foster interdisciplinary connections and enhance student learning experiences. This program brings together faculty from physics, the life sciences, mathematics, and related disciplines who are interested in enriching the algebra-based physics sequence (PHYS 250 and PHYS 251) with relevant, real-world examples from life science and medicine.

Members of the Living Physics Community of Practice collaborate on the development of curricular materials and work to strengthen the alignment between courses commonly taken by students in these sequences. The group is dedicated to increasing engagement across disciplines and promoting academic success.

The first meeting is Wednesday, September 10, in 16 Ritenour. The community remains open to new members. Educators who are interested in participating are encouraged to indicate their interest through this Grove Center form.

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