Fear of Negative Evaluation and Student Anxiety in Community College Active-Learning Science Courses.

Student anxiety is a growing concern for colleges and universities. As science classrooms transition from traditional lecture to active learning, researchers have sought to understand how active learning affects undergraduate anxiety. However, although community colleges educate nearly half of all undergraduates, no studies have explored the relationship between anxiety and active learning in the context of community college science courses.

Lingual frenuloplasty with myofunctional therapy: Exploring safety and efficacy in 348 cases.

Background: Ankyloglossia is a condition of altered tongue mobility due to the presence of restrictive tissue between the undersurface of the tongue and the floor of mouth. Potential implications of restricted tongue mobility (such as mouth breathing, snoring, dental clenching, and myofascial tension) remain underappreciated due to limited peer-reviewed evidence. Here, we explore the safety and efficacy of lingual frenuloplasty and myofunctional therapy for the treatment of these conditions in a large and diverse cohort of patients with restricted tongue mobility.

The influence of active learning practices on student anxiety in large-enrollment college science classrooms.

Background: Over the past decade, the prevalence of anxiety has increased among college-aged students and college counseling centers have become increasingly concerned about the negative impact of anxiety on students. While college in general can be stressful, college science classrooms have the potential to be especially anxiety-inducing because of the sometimes chilly and competitive environment of the class. Further, college science courses are increasingly being transitioned from traditional lecture to active learning where students take an active role in their learning, often through participating in activities such as clicker questions and group work.