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Articles 1 - 4 of 4
Full-Text Articles in Education
Social Networks And Instructional Reform In Stem: The Teaching-Research Nexus, Katherine Kappelman, John P. Ziker, Karl Mertens, Brittnee Earl, Susan E. Shadle
Social Networks And Instructional Reform In Stem: The Teaching-Research Nexus, Katherine Kappelman, John P. Ziker, Karl Mertens, Brittnee Earl, Susan E. Shadle
Anthropology Faculty Publications and Presentations
Instructional reform in STEM aims for the widespread adoption of evidence based instructional practices (EBIPS), practices that implement active learning. Research recognizes that faculty social networks regarding discussion or advice about teaching may matter to such efforts. But teaching is not the only priority for university faculty – meeting research expectations is at least as important and, often, more consequential for tenure and promotion decisions. We see value in understanding how research networks, based on discussion and advice about research matters, relate to teaching networks to see if and how such networks could advance instructional reform efforts. Our research examines …
Development Of The Cooperative Adoption Factors Instrument To Measure Factors Associated With Instructional Practice In The Context Of Institutional Change, John P. Ziker, Brittnee Earl, Karl Mertens, Susan E. Shadle
Development Of The Cooperative Adoption Factors Instrument To Measure Factors Associated With Instructional Practice In The Context Of Institutional Change, John P. Ziker, Brittnee Earl, Karl Mertens, Susan E. Shadle
Anthropology Faculty Publications and Presentations
Background: Many institutional and departmentally focused change efforts have sought to improve teaching in STEM through the promotion of evidence-based instructional practices (EBIPs). Even with these efforts, EBIPs have not become the predominant mode of teaching in many STEM departments. To better understand institutional change efforts and the barriers to EBIP implementation, we developed the Cooperative Adoption Factors Instrument (CAFI) to probe faculty member characteristics beyond demographic attributes at the individual level. The CAFI probes multiple constructs related to institutional change including perceptions of the degree of mutual advantage of taking an action (strategic complements), trust and interconnectedness among colleagues …
Small Group Learning Is Associated With Reduced Salivary Cortisol And Testosterone In Undergraduate Students, Kristin Snopkowski, Kathryn Demps, Ross Griffiths, Karen S. Fulk, Scott May, Kimberly Neagle, Kayla Downs, Michaela Eugster, Tessa Amend
Small Group Learning Is Associated With Reduced Salivary Cortisol And Testosterone In Undergraduate Students, Kristin Snopkowski, Kathryn Demps, Ross Griffiths, Karen S. Fulk, Scott May, Kimberly Neagle, Kayla Downs, Michaela Eugster, Tessa Amend
Anthropology Faculty Publications and Presentations
Small group learning activities have been shown to improve student academic performance and educational outcomes. Yet, we have an imperfect understanding of the mechanisms by which this occurs. Group learning may mediate student stress by placing learning in a context where students have both social support and greater control over their learning. We hypothesize that one of the methods by which small group activities improve learning is by mitigating student stress. To test this, we collected physiological measures of stress and self-reported perceived stress from 26 students in two undergraduate classes. Salivary cortisol and testosterone were measured within students across …
Opening Up The Echo Chamber: Teaching Cultural Competence In Contentious Times, Charles H. Klein
Opening Up The Echo Chamber: Teaching Cultural Competence In Contentious Times, Charles H. Klein
Anthropology Faculty Publications and Presentations
In recent years, political discussion and social life are increasingly concentrating in face-to-face and online echo chambers composed of individuals with similar world views. This segmentation of civil society has stymied in-depth and respectful communication across ideological difference and in the process contributed to the divisiveness that characterizes political discourse across the globe. In this article, I examine how anthropological learning and teaching can help open up these echo chambers and promote cultural empathy and cross-ideological communication. My discussion focuses on three methodologies I use in my undergraduate-level Culture, Health and Healing course – weekly critical analyses on contemporary health …