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The Scientific Method

The Scientific Method

Research is what makes the difference between facts and opinions. Facts are observable realities, and opinions are personal judgments, conclusions, or attitudes that may or may not be accurate. In the scientific community, facts can be established only using evidence collected through empirical research.

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Related Experiment Video

Updated: May 8, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Scientific teaching targeting faculty from diverse institutions.

Christopher S Gregg¹, Jo Dale Ales, Steven M Pomarico

¹Department of Biological Sciences, Louisiana State University, Baton Rouge, LA 70803, USA.

CBE Life Sciences Education

|September 6, 2013

Summary

The Scientific Teaching, Assessment, and Resources (STAR) program successfully extended the National Academies Summer Institute model to diverse higher education faculty. Participants reported positive impacts on teaching and student engagement across institution types.

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Last Updated: May 8, 2026

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Area of Science:

STEM Education
Higher Education Pedagogy

Background:

The National Academies Summer Institute (SI) trains faculty in scientific teaching.
There is a need to extend such training to faculty at community colleges and diverse institutions.

Purpose of the Study:

To evaluate the effectiveness of the STAR program, modeled on the SI, for faculty from a broad range of higher education institutions.
To determine if the SI model can be successfully adapted for community colleges and 2-yr institutions.

Main Methods:

Four annual Scientific Teaching, Assessment, and Resources (STAR) professional development workshops were conducted.
A survey was administered to 47 STAR alumni from diverse institutions (associate's-dominant and primarily 4-yr degree programs).

Main Results:

Both faculty groups reported that STAR positively impacted their teaching, student learning, and engagement.
Faculty from different institution types reported similar frequencies of using formative assessment and active learning techniques.
Participants valued the diverse institutional mix within the workshop.

Conclusions:

The Scientific Teaching, Assessment, and Resources (STAR) model, adapted from the National Academies Summer Institute, is effective for faculty across a wide spectrum of higher education institutions.
The SI model can be successfully extended to community colleges and associate's-granting institutions, broadening access to scientific teaching training.