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1. Measuring student motivation in foundation-level inorganic chemistry courses: a multi-institution study

   https://doi.org/10.1039/D2RP00199C  

   Pratt, Justin M.; Stewart, Joanne L.; Reisner, Barbara A.; Bentley, Anne K.; Lin, Shirley; Smith, Sheila R.; Raker, Jeffrey R. (January 2023, Chemistry Education Research and Practice)

   The association between student motivation and learning, and changes in motivation across a course, were evaluated for students enrolled in one-semester foundation-level inorganic chemistry courses at multiple postsecondary institutions across the United States. The Academic Motivation Scale for Chemistry (AMS-Chemistry) and the Foundations of Inorganic Chemistry American Chemical Society Exam (i.e., a content knowledge measure) were used in this study. Evidence of validity, reliability, and longitudinal measurement invariance for data obtained from the AMS-Chemistry instrument with this population were found using methodologies appropriate for ordinal, non-parametric data. Positive and significant associations between intrinsic motivation measures and academic performance corroborate theoretical and empirical investigations; however, a lack of pre/post changes in motivation suggest that motivation may be less malleable in courses primarily populated by chemistry majors. Implications for inorganic chemistry instructors include paths for incorporating engaging pedagogies known to promote intrinsic motivation and methods for incorporating affect measures into assessment practices. Implications for researchers include a need for more work that disaggregates chemistry majors when evaluating relationships between affect and learning, and when making pre/post comparisons. Additionally, this work provides an example of how to implement more appropriate methods for treating data in studies using Likert-type responses and nested data. 

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2. Evaluating the Impact of Experiment-Centric Pedagogy on Civil Engineering Undergraduates’ Motivation

   Abiodun, P. (June 2023, American Society for Engineering Education, 2023. https://sftp.asee.org/43440)

   Motivation is a strong factor in effective learning, and it has an impact on learning outcomes. Students' motivation can make or break their ability to grasp abstract courses which predominate courses taught in Civil Engineering. Students that are more motivated to study, stick with it longer, and put in more effort to perform better in class, hands-on experiments, and standardized tests. This study is designed to answer the following questions: (i) Is there a significant difference between the motivation of Civil Engineering undergraduates pre and post implementation of experiment-centric pedagogy? (ii) Is there a significant difference between Civil Engineering undergraduates’ motivation pre and post implementation of experiment-centric pedagogy based on gender? and (iii) Is there any significant association between socio-demographic characteristics of Civil Engineering undergraduates and their motivation? Motivation constructs considered in the present study include intrinsic goal orientation, task value, expectancy component, test anxiety, critical thinking, and metacognition. Undergraduates’ responses shall be collected using 7-point Likert-scales, and statistical analyses done using Statistical Package for Social Scientists (SPSS 25.0) at a statistical significance set at 0.05. 

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3. Innovative Learning Strategies to Engage Students Cognitively

   Aji, Chadia A.; Khan, Javed M. (July 2020, 2020 ASEE National Conference)

   The role of cognitive engagement in promoting deep learning is well established. This deep learning fosters attributes of success such as self-efficacy, motivation and persistence. However, the traditional chalk-and-talk teaching and learning environment is not conducive to engage students cognitively. The biggest impediment to implementing an environment for deep learning such as active-learning is the limited duration of a typical class period most of which is consumed by lecturing. In this paper, best practices and strategies for cognitive engagement of students in the classroom are discussed. Several lower level math and aerospace engineering courses were redesigned and offered during the academic year at a historically black university. The learning strategies in these redesigned courses included the “flipped” pedagogical model which allowed the integration of the active-learning strategy in the classroom. The research study is to determine the impact of these redesigned courses on student academic performance and persistence in STEM courses. The efficacy of the design of the flipped approach was also investigated. A between-group quasi-experimental research design was used for comparing student academic performance in traditional classroom (control group) and redesigned classroom (intervention group). A within-subject, repeated measures design was also used to assess the impact on the students’ self-regulated learning. A validated instrument was used to measure the effect of the redesigned learning environment on the motivational beliefs and self-regulated learning. Data on the academic performance of the students were collected. Analyses of these data indicated a significant impact on student academic performance. A positive change in student motivation and self-regulated learning was observed. Data analysis also validated the design of the intervention. This research is supported by NSF Grant# 1712156. 

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4. Exploring the Complex Effects of Wildfire on Stream Water Chemistry: Insights From Concentration‐Discharge Relationships

   https://doi.org/10.1029/2023WR034940  

   Richardson, C; Montalvo, M; Wagner, S; Barton, R; Paytan, A; Redmond, M; Zimmer, M (February 2024, Water Resources Research)

   Wildfires are a worldwide disturbance with unclear implications for stream water quality. We examined stream water chemistry responses immediately (<1 month) following a wildfire by measuring over 40 constituents in four gauged coastal watersheds that burned at low to moderate severity. Three of the four watersheds also had pre‐fire concentration‐discharge data for 14 constituents: suspended sediment (SS_fine), dissolved organic and inorganic carbon (DOC, DIC), specific UV absorbance (SUVA), major ions (Ca²⁺, K⁺, Mg²⁺, Na⁺, Cl⁻, SO₄²⁻, NO₃⁻, F⁻), and select trace elements (total dissolved Mn, Fe). In all watersheds, post‐fire stream water concentrations of SS_fine, DOC, Ca²⁺, Cl⁻, and changed when compared to pre‐fire data. Post‐fire changes in , K⁺, Na⁺, Mg²⁺, DIC, SUVA, and total dissolved Fe were also found for at least two of the three streams. For constituents with detectable responses to wildfire, post‐fire changes in the slopes of concentration‐discharge relationships commonly resulted in stronger enrichment trends or weaker dilution trends, suggesting that new contributing sources were surficial or near the surface. However, a few geogenic solutes, Ca²⁺, Mg²⁺, and DIC, displayed stronger dilution trends at nearly all sites post‐fire. Moreover, fire‐induced constituent concentration changes were highly discharge and site‐dependent. These similarities and differences in across‐site stream water chemistry responses to wildfire emphasize the need for a deeper understanding of landscape‐scale changes to solute sources and pathways. Our findings also highlight the importance of being explicit about reference points for both stream discharge and pre‐fire stream water chemistry in post‐fire assessment of concentration changes. 

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5. Creating Significant Learning Experiences in an Engineering Technology Bridge Course: a backward design approach

   Villalta-Cerdas, A.; Yildiz, F. (January 2022, 2022 ASEE Virtual Annual Conference Content Access)

   Academic bridge courses are implemented to impact students’ academic success by revising fundamental concepts and skills necessary to successfully complete discipline-specific courses. The bridge courses are often short (one to three weeks) and highly dense in content (commonly mathematics or math-related applications). With the support of the NSF-funded (DUE - Division of Undergraduate Education) STEM Center at Sam Houston State University (SHSU), we designed a course for upcoming engineering majors (i.e., first-year students and transfer students) that consists of a two-week-long pre-semester course organized into two main sessions. The first sessions (delivered in the mornings) were synchronous activities focused on strengthening student academic preparedness and socio-academic integration and fostering networking leading to a strong STEM learning community. The second sessions (delivered in the afternoons) were asynchronous activities focused on discipline-specific content knowledge in engineering. The engineering concepts were organized via eight learning modules covering basic math operations, applied trigonometry, functions in engineering, applied physics, introduction to statics and Microsoft Excel, and engineering economics and its applied decision. All materials in the course were designed by engineering faculty (from the chair of the department to assistant professors and lecturers in engineering) and one educational research faculty (from the department of chemistry). The course design process started with a literature review on engineering bridge courses to understand prior work, followed by surveying current engineering faculty to propose goals for the course. The designed team met weekly after setting the course goals over two semesters. The design process was initiated with backward design principles (i.e., start with the course goals, then the assessments, end with the learning activities) and continued with ongoing revision. The work herein presents this new engineering bridge course’s goals, strategy, and design process. Preliminary student outcomes will be discussed based on the course’s first implementation during summer 2021. 

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