Journal of College Science Teaching
Read about an interdisciplinary, problem-based learning course titled Writing Science for the Public that was designed to teach students how to effectively communicate science to the public. Learn how a model for an optional, research-based course was used to bridge two traditionally separate, introductory science courses. And don’t miss this issue’s Two-Year Community column, which features an article on a project that provided scholarships and an embedded social worker model to increase retention, graduation, and employment rates for at-risk students in a STEM field.
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