Abstract
Using validated diagnostic questions (early versions of the Astronomy Diagnostic Test [ADT]), we identified misconceptions and tracked conceptual gains in two non-traditional college-level astronomy courses for science, mathematics, and engineering (SME) majors. We found large and robust gains overall, comparable to those in a non-traditional introductory course for non-SME students. We also discovered some disturbing misconceptions among the SME students, many of which are the same as those exhibited by non-SME majors. For both majors and non—majors, an attitude survey demonstrated a positive incoming belief that did not alter over one semester, but the SME majors did have higher (more positive) initial scores.
