A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey

Kusali Gamagea Department of Earth and Environmental Sciences, Austin Community College, Round Rock, TexasCorrespondence[email protected]

https://orcid.org/0000-0002-9259-5165 View further author information

Rory R. McFaddenb Department of Geology, Gustavus Adolphus College, St. Peter, Minnesota

https://orcid.org/0000-0003-0516-2335 View further author information

R. Heather Macdonaldc Department of Geology, William & Mary, Williamsburg, Virginia

https://orcid.org/0000-0002-0014-8991 View further author information

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Bridget T. Kelly, Robyn Mieko Dahl, William T. Phelps & Mary L. Droser. (2023) Strengthening geoscience educational pathways for underrepresented students from two-year to four-year institutions. Journal of Geoscience Education 0:0, pages 1-12.
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Rachel M. Headley. (2023) An intervention to address math anxiety in the geosciences. Journal of Geoscience Education 71:1, pages 33-42.
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A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey

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A comparison of self-reported teaching practices focused on student skills in introductory geoscience courses at two-year and four-year institutions: Results from the National Geoscience Faculty Survey

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