Become part of the iAMSTEM Hub Student Committee
People, Offices, and Services that can work for YOU.
- Academic Advising – Navigating your way to a degree can be complex. Get some help from the people that specialize in understanding the system.
- Undergraduate Research Center – The URC can help you get involved in undergraduate research and/or find funding to support your work.
- Internship & Career Center – Get career advising, find internships, or prepare for the job hunt. These folks do it all.
- Student Academic Success Center – Looking for some advising, free tutoring, writing help, or a study buddy? SASC has you covered and more.
- my.ucdavis.edu – your web portal to campus services relevant to you.
- California Alliance for Minority Participation – CAMP serves underrepresented students seeking bachelor’s degrees in chemistry, engineering, mathematics, physics, or other sciences, and are interested in conducting undergraduate research.
Don’t forget that you are always surrounded by people that can help. Talking to fellow students is one of the best ways to find out what works and what doesn’t. Ask a classmate about their schedule and you’ll be sure to find out which classes are awesome and which are merely somewhat awesome.
Getting involved in a study or research community can substantially improve your academic performance and reduce time to graduation. Don’t underestimate the power of a study buddy.
Check out these students on the iAMSTEM Path!
Key literature (that’s quite readable) to inform instruction and assessment.
If you have any suggestions for papers or resources to include in this section please comment below.
Learning & Instruction
- Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4–16.
- Fullilove, R., & Treisman, P. (1990). Mathematics achievement among African American undergraduates at the University of California, Berkeley: An evaluation of the mathematics workshop. The Journal of Negro Education. Retrieved from http://www.jstor.org/stable/10.2307/2295577
- Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, (May 1996), 64–74.
- Udovic, D., Morris, D., Dickman, A., Postlethwait, J., & Wetherwax, P. (2002). Workshop Biology: Demonstrating the Effectiveness of Active Learning in an Introductory Biology Course. BioScience, 52(3), 272.
- Michael, J. (2006). Where’s the evidence that active learning works? Advances in physiology education, 30(4), 159–67.
- Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112.
- Wood, W. B. (2009). Innovations in teaching undergraduate biology and why we need them. Annual review of cell and developmental biology, 25(June), 93–112.
- Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. (2011). Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. CBE-Life Sciences Education, 10(4), 394–405.
- Freeman, S., Haak, D., & Wenderoth, M. P. (2011). Increased course structure improves performance in introductory biology. CBE life sciences education, 10(2), 175–86.
- Haak, D. C., HilleRisLambers, J., Pitre, E., & Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science (New York, N.Y.), 332(6034), 1213–6.
- Wood, W. B., & Tanner, K. D. (2012). The role of the lecturer as tutor: doing what effective tutors do in a large lecture class. CBE life sciences education, 11(1), 3–9.
Critical & Scientific Thinking
- Facione, P. (1998). Critical thinking: What it is and why it counts. … , CA: California Academic Press.
- Lawson, A. E. (2004). T. rex, the Crater of Doom, and the Nature of Scientific Discovery. Science & Education, 13(3), 155–177.
- Gelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science. College teaching, 53(1), 41–46.
- Kuhn, D., & Dean, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological science, 16(11), 866–70.
- Aufschnaiter, C. V., Erduran, S., Osborne, J., Simon, S., Education, P., & Giessen, J. (2008). Arguing to Learn and Learning to Argue : Case Studies of How Students ’ Argumentation Relates to Their Scientific Knowledge. Journal of Research in Science Teaching, 45(1), 101–131.
- Lawson, A. E. (2009). Basic inferences of scientific reasoning, argumentation, and discovery. Science Education.
- Willingham, D. T. (2009). Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review, 109(4), 21.
- DeHaan, R. (2011). Teaching creative science thinking. Science, 334 (December), 1499–1500.
- Buckles, S., & Siegfried, J. (2006). Using multiple-choice questions to evaluate in-depth learning of economics. The Journal of Economic Education, 37(1), 48–57.
- Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
- Stupans, I. (2006). Multiple choice questions: Can they examine application of knowledge? Pharmacy Education, 6(1), 59–63.
- Rust, C. (2007). Towards a scholarship of assessment. Assessment & Evaluation in Higher Education, 32(2), 229–237.
- Larsen, D. P., Butler, A. C., & Roediger, H. L. (2008). Test-enhanced learning in medical education. Medical education, 42(10), 959–66.
- Harley, C., & Morrison, C. (2009). High-level multiple choice questions in advanced psychology modules. Psychology Learning & Teaching, 8(2), 30–36.
- Momsen, J. L., Long, T. M., Wyse, S. A., & Ebert-may, D. (2010). Just the Facts ? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills. Education, 9, 435– 440.
- Reed, T., & Levin, J. (2011). Closing the Assessment Loop by Design. Change: The Magazine of Higher Learning, (May 2012), 37–41.