Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Effective teaching (2)
- Mathematical ability (2)
- Mathematics -- Study and teaching (Elementary) (2)
- Mathematics teachers--Training of (2)
- College student development programs (1)
-
- Gene expression -- Laboratory manuals (1)
- Genetic regulation -- Study and teaching (Higher) (1)
- Glutathione transferase (1)
- Identity (Psychology) (1)
- Life sciences -- Curricula (1)
- Life sciences -- Study and teaching (Higher) (1)
- Motivation in education (1)
- Mutation (Biology) (1)
- Science -- Study and teaching -- United States (1)
- Undergraduates -- Research -- Evaluation (1)
Articles 1 - 5 of 5
Full-Text Articles in Education
A Motivational Account Of The Undergraduate Experience In Science: Brief Measures Of Students' Self-System Appraisals, Engagement In Coursework, And Identity As A Scientist, Emily Saxton, Cailin Currie, Ellen A. Skinner, Gwen Shusterman
A Motivational Account Of The Undergraduate Experience In Science: Brief Measures Of Students' Self-System Appraisals, Engagement In Coursework, And Identity As A Scientist, Emily Saxton, Cailin Currie, Ellen A. Skinner, Gwen Shusterman
Psychology Faculty Publications and Presentations
As part of long-standing efforts to promote undergraduates’ success in science, researchers have investigated the instructional strategies and motivational factors that promote student learning and persistence in science coursework and majors. This study aimed to create a set of brief measures that educators and researchers can use as tools to examine the undergraduate motivational experience in science classes. To identify key motivational processes, we drew on self-determination theory (SDT), which holds that students have fundamental needs – to feel competent, related, and autonomous – that fuel their intrinsic motivation. When educational experiences meet these needs, students engage more energetically and …
Each To Their Own Cure: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach A Cure, Erin E. Shortlidge, Gita Bangera, Sara Brownell
Each To Their Own Cure: Faculty Who Teach Course-Based Undergraduate Research Experiences Report Why You Too Should Teach A Cure, Erin E. Shortlidge, Gita Bangera, Sara Brownell
Biology Faculty Publications and Presentations
Course-based undergraduate research experiences (CUREs) meet national recommendations for integrating research experiences into life science curricula. As such, CUREs have grown in popularity and many research studies have focused on student outcomes from CUREs. Institutional change literature highlights that understanding faculty is also key to new pedagogies succeeding. To begin to understand faculty perspectives on CUREs, we conducted semi-structured interviews with 61 faculty who teach CUREs regarding why they teach CUREs, what the outcomes are, and how they would discuss a CURE with a colleague. Using grounded theory, participant responses were coded and categorized as tangible or intangible, related to …
Rolling Circle Mutagenesis Of Gst-Mcherry To Understand Mutation, Gene Expression, And Regulation, Jessica Cole, Amanda Ferguson, Verónica A. Segarra, Susan Walsh
Rolling Circle Mutagenesis Of Gst-Mcherry To Understand Mutation, Gene Expression, And Regulation, Jessica Cole, Amanda Ferguson, Verónica A. Segarra, Susan Walsh
Biology Faculty Publications and Presentations
Undergraduates are often familiar with textbook examples of human mutations that affect coding regions and the subsequent disorders, but they may struggle with understanding the implications of mutations in the regulatory regions of genes. We have designed a laboratory sequence that will allow students to explore the effect random mutagenesis can have on protein function, expression, and ultimately phenotype. Students design and perform a safe and time-efficient random mutagenesis experiment using error-prone rolling circular amplification of a plasmid expressing the inducible fusion protein glutathione S-transferase (GST)-mCherry. Mutagenized and wild-type control plasmid DNA, respectively, are then purified and transformed into bacteria …
Increasing Student Cognitive Engagement In The Math Classroom Through Sustained Professional Development, Eva Thanheiser, Brenda Rosencrans, Kathleen Mary Melhuish, Joshua B. Fagan, Layla Guyot
Increasing Student Cognitive Engagement In The Math Classroom Through Sustained Professional Development, Eva Thanheiser, Brenda Rosencrans, Kathleen Mary Melhuish, Joshua B. Fagan, Layla Guyot
Mathematics and Statistics Faculty Publications and Presentations
We share the case of one teacher engaged in professional development (PD) designed to improve collective argumentation. We present an analysis of two lessons in her classroom, one before and one after her engagement with the professional development. Findings show that the classrooms differ across both teacher support for collective argumentation (requesting ideas and elaboration vs. requesting/acts and methods), and student contributions Oustifications vs. procedures and facts) .
Connecting Teachers’ Buy-Into Professional Development With Classroom Habits And Practices, Joshua B. Fagan, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans, Layla Guyot, Jodi I. Fasteen
Connecting Teachers’ Buy-Into Professional Development With Classroom Habits And Practices, Joshua B. Fagan, Kathleen Mary Melhuish, Eva Thanheiser, Brenda Rosencrans, Layla Guyot, Jodi I. Fasteen
Mathematics and Statistics Faculty Publications and Presentations
While professional development (PD) provides an opportunity for teachers to cultivate skills that are consistent with best practices in the field, it is their buy-into the PD that ultimately determines the effectiveness of the PD. We examined how teacher buy-in affected the classroom habits and practice of four elementary teachers who took part in a district wide PD. Using baseline and first-year implementation video recordings, in conjunction with frameworks for discourse analysis, cognitive demand, and tools built specifically to measure PD implementation, we found that varying combinations of teachers' beliefs served as a mitigating factor for PD implementation.