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Learning from the COVID-19 Pandemic: How Faculty Experiences Can Prepare Us for Future System-Wide Disruption

https://doi.org/10.1130/GSATG520GW.1

Bateman, Kathryn ; Altermatt, Ellen ; Egger, Anne ; Iverson, Ellen ; Manduca, Cathryn ; Riggs, Eric ; St. John, Kristen ; Shipley, Thomas ( February 2022 , GSA Today)

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Design and impact of the national workshop for early career geoscience faculty

https://doi.org/10.1080/10899995.2020.1722787

Beane, Rachel J. ; Altermatt, Ellen R. ; Iverson, Ellen R. ; Macdonald, R. Heather ( October 2020 , Journal of Geoscience Education)
null (Ed.)
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Supporting student quantitative skills across introductory STEM courses: faculty approaches and perceived needs

https://doi.org/10.1119/perc.2020.pr.Eblen-Zayas

Eblen-Zayas, Melissa ; Altermatt, Ellen ; Muller, Laura J. ; Leamon, Jonathan ; Richard, Sundi ( January 2020 , 2020 Physics Education Research Conference Proceedings)
Wolf, Steven F. ; Bennett, Michael B. ; Frank, Brian W. (Ed.)
We present the results of a survey of 220 faculty members at selective liberal arts colleges who teach introductory STEM courses. The survey was designed to learn how these faculty support student quantitative skills development in their introductory courses and what high-school-level quantitative skills are the most challenging for their incoming introductory students. In particular, we wanted to identify the skills that students struggled with across different disciplines in order to explore collaborative development of shared online modules to support student quantitative skills review and practice in many different introductory STEM courses. Five priority topic areas emerged – graphs and tables, descriptive statistics, exponents/logarithms, intercepts/slopes of lines, and confidence intervals/standard error – although there were significant disciplinary differences.
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