Education & Training

New research shows that virtual action learning can be just as beneficial as face-to-face sessions for developing leadership skills, when implemented thoughtfully. A UK study of over 300 senior leaders by Professor Jean-Anne Stewart of Henley Business School at the University of Reading found that with proper facilitation, virtual action learning enabled valuable peer support, actions and reflection time, even during the challenges of the COVID-19 pandemic.

An ongoing concern in higher education is how to include the student voice in teaching. Dr Charles Dziuban has dedicated much of his career to examining student and faculty outcomes as well as gauging the impact of online, blended and lecture capture courses in universities in an effort to improve the educational experience for students. On the basis of his work, he now presents a model for effective teaching and evaluation based on capturing the student voice.

Despite a growing emphasis on Quantitative Reasoning in education, particularly as universities develop courses that move beyond traditional math, its role in fostering critical citizenship remains underexplored. Professor Gregory D Foley’s research studies the perspectives of instructors on teaching Quantitative Reasoning at university and examines how these courses can promote critical citizenship. By evaluating practical teaching approaches, the study highlights the evolving role of quantitative reasoning in preparing students for thoughtful civic participation.

Understanding complex concepts in chemistry can be challenging for students, especially in large classes where individualised attention is limited. Traditional multiple-choice questions often focus on rote memorisation rather than deep understanding. Dr Sonia Underwood and colleagues at Michigan State University, Grand Valley State University, and Kansas State University, as part of the 3DL4US project, have developed a novel approach to create multiple-choice questions aligning with three-dimensional learning principles. This collaboration brings together a wealth of expertise and perspectives of chemistry, biology, and physics faculty who encourage students to engage with material deeper, promoting better comprehension and retention of core concepts.

Initial teacher education in Ireland was reconceptualised in 2011 to embody a more practical, solution-based ethos in place of the traditional emphasis on foundational subjects such as sociology. Dr Aimie Brennan of the Marino Institute of Education and Dr Angela Canny of Mary Immaculate College undertook research to better understand the impact of these changes on the perspectives of students in the final year of initial teacher education.

Biomedical science-based PhDs are often research-focused, designed to hone a candidate’s expertise in a specific field. However, subsequent careers in university settings frequently entail substantial teaching responsibilities, with PhD graduates unprepared for the dual roles of researcher and educator. Hybrid PhDs aim to better equip graduates for academic careers by integrating highly specialised scientific knowledge with educational research. PhD candidate Michael Y Schakelaar of University Medical Center Utrecht (Utrecht University), The Netherlands, provides an outstanding example of how this can be achieved.

Bilingual education programmes aim to help students develop proficiency in multiple languages while learning grade-level content. However, the reality is often more complex, especially for Latino students navigating between Spanish and English in the USA. Dr Alexandra Babino from Texas Woman’s University explores how these students develop their language skills and identities in bilingual educational settings. Her research provides valuable insights to help educators nurture students’ multilingual abilities and cultural connections.

Mathematics education in the United States has long struggled with issues of underachievement and inequity. Despite decades of reform efforts, many students continue to struggle with math, developing negative attitudes and beliefs about their own mathematical abilities. However, recent research into mindset and brain plasticity offers promising new directions for transforming how mathematics is taught and learned. A groundbreaking study led by Dr Jo Boaler at Stanford University demonstrates how a ‘mathematical mindset’ approach to teaching can dramatically improve student achievement and engagement, even in just a few weeks of instruction.

Virtual schooling – teaching conducted entirely online – has become increasingly important since the COVID-19 pandemic. Even prior to the pandemic, virtual schools were recognised for providing alternatives to students with needs beyond those catered for in traditional classroom settings. While research into the factors influencing the success of virtual schools is lacking, Dr Kimberly Coy of California State University, Fresno, is working to address this knowledge gap. She is particularly interested in the challenges facing the application of digital learning and strategies that may overcome these.

Understanding why African American students often leave science, technology, engineering, and mathematics (STEM) degree programs – and working to solve this – is crucial. Dr. Pheather R. Harris at the University of California, Irvine, has demonstrated that intentional mentorship from professors can significantly boost their chances of remaining in the programme and graduating. Her work highlights the urgent need for universities to create inclusive environments where African American students feel supported to achieve success in STEM fields.

Despite ongoing efforts to broaden participation in the academy, many groups remain underrepresented. More needs to be done to ensure that all faculty and students succeed in institutions of higher education. The WVU ADVANCE Center is an academic hub at West Virginia University, which provides services, events, mentorship opportunities, and other initiatives that promote the sense of belonging that leads to thriving faculty and students.

The COVID-19 pandemic significantly disrupted global education and necessitated a shift to online learning. Due to ongoing border closures, even after the pandemic eased, offshore students were prevented from attending their university in person long after their local peers, impacting their learning ability and future perspectives. Dr Anushia Inthiran from the University of Canterbury conducted a survey among a group of offshore students to understand the consequences of distance learning on their education.

Cell biology is the foundation of several branches of science and medicine. An education in cell biology theory and techniques gives students the grounding to pursue careers in healthcare, research, and the pharmaceutical industry, as well as providing a background in ethics, science communication and critical thinking. Unfortunately, undergraduate-level education in cell biology is often prescriptive and limited. The Cell Biology Education Consortium, founded by Professors Lori Hensley and Nathan Reyna from Jacksonville State and Ouachita Baptist Universities, respectively, offers a novel approach in which students engage in authentic research and provides extensive resources to support learning.

Tools used to analyze agricultural systems, quantify natural resources, and identify sustainable agricultural processes and resource management solutions have evolved considerably in recent years. Many current tools utilize data gathered by geographic information systems, which collect and combine data from different disciplines. Dr. Chastity Bradford, Head of the Biology Department at Tuskegee University, has been involved in a project that introduces students to geographic information systems, teaching them how to apply such systems in multi-disciplinary research focusing on food, agriculture, health and natural resources.

The development of a talent pool in Science Technology Education and Medicine that is as diverse as our population, has been a difficult goal for decades. Increasing the diversity of scientists from underrepresented communities can drive both innovation and creativity within the sciences. The Molecular & Environmental Toxicology Centre at the University of Wisconsin-Madison, USA, has run a summer research opportunity programme since 2011, providing scientific experiences and promoting scientific careers in the environmental health sciences for aspiring young people from backgrounds historically underrepresented in this field.

The ability to link disparate concepts across disciplines underpins many scientific breakthroughs. However, most students struggle to develop the skills they need to apply knowledge from one STEM subject to explain phenomena in another. Dr Sonia Underwood of Florida International University (FIU) and her colleagues at both FIU and Michigan State University (MSU) have developed assessments aligned with ‘three-dimensional learning’, which support students in connecting core concepts across fields. Their research using a series of new educational activities highlights the promises and challenges in helping students develop an interdisciplinary mindset.

Increasing the engagement of high-school students in STEM disciplines and introducing them to real-world problems are two very important goals for educators worldwide. Michael Wells, principal of Munster High School in Indiana, recently directed the implementation of Project GREEN – a unique, school-wide, and innovative program that brings students together to build a 21st century school garden.

In recent years, many educators have been creating academic initiatives aimed at increasing diversity in Science, Technology, Engineering and Maths (STEM). Such programs aim to reduce the barriers faced by students from communities that are typically underrepresented in the STEM workforce. In addition to being more equitable, diverse workforces have been shown to be more innovative, as they bring together multiple experiences and perspectives. Chelsea Morales and Shauntae M. St Clair, two instructors at Aaniiih Nakoda College, are directing a program that creates unique, context-specific, and culturally relevant STEM learning opportunities for both high-school and college students from the American Indian Aaniinen and Nakoda tribes.

In recent years, educators have been trying to devise programs that could increase student engagement in courses related to science, technology, engineering, and maths (STEM). These programs could help to reduce drop-out rates in higher education, encouraging more youths to pursue STEM careers. Dr Erin Kraal and Dr Laura Guertin, two professors at Kutztown University and Penn State Brandywine, have recently assessed ‘Student Produced Audio Narratives’ (SPAN), a teaching approach designed to improve the perceptions of students enrolled in introductory geoscience courses and increase their engagement.

Representing more than 160,000 chemistry professionals, the European Chemical Society (EuChemS) is an umbrella organisation representing chemistry societies and organisations across Europe. One of the professional networks within EuChemS is the Division of Chemical Education, which aims to advance chemistry learning in Europe and beyond. In this exclusive interview, we speak with chairperson Dr Rachel Mamlok-Naaman, who discusses the Division’s work, exciting new approaches teaching chemical science, and her own fascinating research.

Under the auspices of the American Chemical Society, the American Association of Chemistry Teachers (AACT) was established in 2014 as a professional community for chemistry teachers in schools across the US. AACT supports educators by providing quality resources, professional development, and valuable networking opportunities. In this exclusive interview, we speak with Greta Glugoski-Sharp, AACT’s Governing Board President, who speaks about her experiences as a chemistry teacher, and discusses the ways in which the Association empowers teachers to provide their students with the best possible chemistry education.