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The majority of physics and astronomy undergraduate major classes are structured around problem sets, an approach that does not typically make it possible for students to learn in an inquiry-based manner analogous to how scientists conduct research. One of the reasons professors often do not attempt an inquiry approach is the lack of educational tools needed to facilitate this method of learning. In this work, I describe how Astrobites — a website run by astronomy graduate students with the goal of making the latest research more accessible to undergraduates — is ideally suited to serve as an educational tool that can make problem sets more inquiry-based. I discuss how I designed inquiry-based problem sets that make use of Astrobites for several different astronomy classes that target physics and astronomy majors. I also present strategies for implementing such assignments based on assessment from the students, and provide example problem sets that received good student feedback. These assignments are intended to complement traditional problem sets, thereby inclusively providing an alternate way for students to take interest and engage in their homework for the class. 

Data literacy and the ability to synthesize and communicate complex concepts are core components of modern scientific practice. Here we present the design and implementation of an inquiry activity about climate variability that was taught as a part of the University of California, Santa Cruz (UCSC) Workshops for Engineering & Science Transfers (ClimateWEST) in 2019. The two-day activity introduced interdisciplinary undergraduate and community college transfer students pursuing graduate school to the field of climate science through a series of inquiry activities. Climate science is a complex topic, and research shows that there are certain concepts that are particularly difficult to grasp. Our climate activity focused on disentangling some of those misconceptions, by emphasizing the following themes or core dimensions of climate variability: (1) Climate varies on both shorter timescales (e.g. seasonal or annual cycle) and on longer timescales (e.g. climate change); (2) Both climate and climate trends vary spatially/geographically and are different from global climate; and (3) Climate is complex and includes not only temperature but also other key variables such as precipitation, ice, wind, ocean circulation, etc. We discuss the inquiry components, assessment-driven tools, facilitation and equity and inclusion design, as well as summarize students' progress toward our goals in the activity. 

Classification is a general tool of science; it is used to sort and categorize biological organisms, chemical elements, astronomical objects, and many other things. In scientific classification, taxonomy often reflects shared physical properties that, in turn, may indicate shared origins and/or evolution. A “hands-on” galaxy-classification activity developed and implemented by Professional Development Program (PDP) participants, for a high-school summer STEM enrichment program, has been adopted for various age groups and venues, from young (K–3) to college students. We detail the basic tools required, outline the general activity, and describe the modifications to the activity based on learners’ ages and learning objectives. We describe the facilitation strategies learned through PDP training and used when implementing the activity, including prompts to motivate the students. We also discuss how we connected the classification process to astronomy and science more broadly during the concluding remarks. 

We present highlights from a series of hands-on physics lab modules developed for remote teaching. The labs were composed of multiple self-guided inquiry modules. Though the labs were developed from scratch, some modules that were central to the design process were borrowed from previous PDP sessions and the guiding PDP principles of mirroring authentic Science, Technology, Engineering, and Mathematics (STEM) practices (e.g., allowing students to raise questions and take ownership of decision making). One notable aspect of this work is that by sourcing and assembling low-cost ($25 per student) lab kits that were sent to each student, the majority of the modules were hands-on despite being fully online. Combining online resources and simulation tools with individual hardware kits and small lab groups allowed for a mix of synchronous and asynchronous exploration. This mixed lab mode was successful in promoting both inquiry exploration and community building. One example of a lab design choice aimed at overcoming online barriers was that in lieu of weekly lab write-ups, groups submitted video checkouts in which students were encouraged to reflect on the lab, self-assess their learning outcomes, and highlight unique aspects of their lab experience. This lab was specifically developed in response to the unforeseen challenges of online teaching; however, multiple aspects of the course will seamlessly transfer to an in-person lab setting. 

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The Workshops for Engineering and Science Transfers (WEST) program was designed to foster critical-thinking skills and develop a supportive community for new Science, Technology, Engineering, and Mathematics (STEM) community college transfer students at the University of California, Santa Cruz, with the ultimate goal of improving student retention and persistence in STEM. All learners in the program participate in inquiry activities devised to incorporate elements of backward design and equity and inclusion. Here we discuss our 2019 Toxicology WEST workshop activity, an in-depth exploration of dose-response relationships created to provide an overview of the field of toxicology and clarify common misconceptions. To reflect authentic research design, we had learners assume the roles of Environmental Protection Agency (EPA) scientists tasked with investigating the effects of environmental toxicants on the model organisms Caenorhabditis elegans and Daphnia magna. Learners were asked to design and conduct experiments to explore the dose-response relationship and report their results in a culminating poster symposium. We assessed learning by evaluating their performance on two tasks: an individual written response and a group poster presentation. Our activity gave learners an opportunity to practice experimental design, data analysis, and science communication before beginning UCSC STEM courses. Practicing these skills early is essential for student retention in STEM, as many students find the experimental process challenging. Here, we describe details of our inquiry workshop activity, reflect on the effectiveness of the activity and our assessment of student learning, and offer suggestions for facilitation and adaptation of our activity to additional educational contexts. 

In many organizations (e.g., higher education, non-profits, small companies), individuals are called upon to lead small groups of people to complete one or more tasks both in formal roles and in informal settings. For example, department heads, committee chairs, project leads, and program managers are all roles that require an individual to utilize leadership skills to lead their team to the successful completion of the tasks at hand. However, in many science, technology, engineering, and math (STEM) fields and their associated jobs, training and support in leadership development are often lacking. To meet this need, the Institute for Scientist and Engineer Educators (ISEE) at the University of California - Santa Cruz (UCSC) made supporting and mentoring leadership development a key component of the Professional Development Program (PDP) for graduate students and postdoctoral scholars in STEM, which ran for over 20 years. Building off of the ISEE leadership development model (ISEE 2020), this workshop is designed to give professionals an opportunity to learn about and practice important leadership skills that can be used in their organizations. In this workshop, participants learn to apply three elements of effective leadership that are useful in practice and inclusive of multiple perspectives on leadership. Participants apply actionable leadership practices to their own challenges at work and develop the language to discuss their own leadership skills. Workshop duration: 15 minutes individual reading, 2 hours in-person workshop, 15 minutes follow up. 

The role of facilitator, and facilitation strategies, are components that sometimes get overlooked as important in promoting collaborative interactions, such as with group work. Being able to work effectively in a group is a required skill for most disciplines, in particular for those in the Science, Technology, Engineering and Mathematics (STEM) fields. It is also central throughout the Professional Development Program (PDP) developed and run by the Institute of Scientist and Engineer Educators (ISEE), starting with group formation and leading all the way up to the final culminating activity. As such, PDP teams are taught facilitation strategies. Keeping in mind a group’s goals and what their measures for accountability are, the facilitator should be able to give constructive feedback and actively assess the team’s progress on the go. In this process, the facilitator can identify early on issues that can then be addressed before they become pathological. In this paper, we discuss from our experience as PDP participants and facilitators, what are different spaces we have applied facilitation strategies, what are some of the strategies that have worked throughout the years to improve group work, and what observations from the group help us make the best possible assessment. 

We designed, facilitated, and re-designed an inquiry activity in an introductory undergraduate astronomy research methods course at the University of Texas at Austin over two different semesters. The teaching venue for this inquiry activity took place in the course “AST 376R: A Practical Introduction to Research Methods”, the inquiry activity was inserted into an existing course structure, taking place over multiple class periods. We discuss how we were able to leverage the Professional Development Program (PDP) inquiry themes and introduce students to specific STEM practices, using this experience as a primer or mini version of a larger research activity and research experience that they would determine and lead themselves later on in the semester. In this paper we describe the benefits for students in this course and the lessons learned by the instructors. 

Here we discuss the design and implementation of an introductory DNA Barcoding module that we developed for the University of Hawai‘i at Mānoa’s Science in Action Program, a two-week summer program that teaches high school students about Hawai‘i’s biodiversity. Students used the concept of characterization to explain the relationships among organisms using morphological, ecological, and molecular data. Additionally, students gained experience in the scientific practice of generating explanations by gathering multiple lines of evidence to support or refute a claim, linking claims with evidence, and presenting such claims in written and oral formats to identify unknown algae samples. During this activity, students also gained real-world research experience in the field of biodiversity research. We also discuss potential modifications for future iterations of this module.