Evaluation Of A Guide To Accessing Accommodations During Medical School Created By And For Students With Disabilities,
2025
University of South Florida Health Morsani College of Medicine
Evaluation Of A Guide To Accessing Accommodations During Medical School Created By And For Students With Disabilities, Nora Newcomb, Emily Coughlin, Zainub Dhanani, Kie Fujii, Lily Upp, Harika Kottakota, Rahul Mhaskar, Andrew Galligan
Journal of Science Education for Students with Disabilities
Medical students with disabilities constitute 7.6% of allopathic (MD) and 4.3% of osteopathic (DO) programs, and they are entitled to reasonable accommodation, per the Americans with Disabilities Act. However, research has demonstrated that disabled medical students often encounter barriers when accessing accommodations. In response to these barriers, Medical Students with Chronic Illness and Disability (MSDCI) National created the MSDCI Guide to Accessing Disability Accommodations During Undergraduate Medical Education (the Guide). We conducted a program evaluation to evaluate the efficacy of the Guide as a resource to the members of MSDCI, a program evaluation was conducted. A Qualtrics survey was distributed …
Investigating Student Noticing Of Quantitative Reasoning In Introductory Biology Labs,
2025
Chapman University
Investigating Student Noticing Of Quantitative Reasoning In Introductory Biology Labs, Jeremy L. Hsu, Sara Gartland, Joelle Prate, Charles Hohensee
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Quantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data influences how they process this information and connect it with other events to form new conceptions. Students must mentally isolate given features, create mental records of those features, and identify features or objects that they connect to existing knowledge. Identifying these features or objects is thus critical since they …
Charting A New Vision: Lessons On Vision & Change From A Network Of Biology Educators,
2025
Chapman University
Charting A New Vision: Lessons On Vision & Change From A Network Of Biology Educators, Jeremy L. Hsu, Anjali Misra, Michael J. Wolyniak, Carlos C. Goller, Stephanie Mathews, Uma Swamy, Dina L. Newman, Michael E. Moore
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
The 2011 Vision & Change report outlined several recommendations for transforming undergraduate biology education, sparking multiple pedagogical reform efforts. Among these was the Promoting Active Learning and Mentoring (PALM) network, an NSF-funded program that provided mentorship and training to instructors on implementing active learning in the classroom. Here, we provide a perspective on how members of the biology education community in PALM view the recommendations of Vision & Change, drawing upon our experiences both as members of PALM and as leaders of an associated project funded by another NSF grant that hosted PALM alumni at various conferences. These efforts …
A Practical Guide To Grade Adjustment Or Curving For Pharmacy And Other Professional Health Programs,
2025
Chapman University
A Practical Guide To Grade Adjustment Or Curving For Pharmacy And Other Professional Health Programs, Reza Mehvar
Pharmacy Faculty Articles and Research
The peer-reviewed literature on the adjustment or curving of assessments in health profession programs is almost non-existent. This communication aims to present potential methods of grade adjustment for individual questions or entire assessments. Simulated data for a 25-item assessment were used as an example to analyze the effects of different methods of grade adjustment on students’ scores. Grade adjustments were made by adjusting the points for individual questions or the scores for the entire assessment. Adjustment for the individual questions was carried out by dropping the question, adding points to those who missed the question, or adding a bonus point …
Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research,
2025
Chapman University
Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research, Richelle L. Tanner, Nicholas P. Burnett, Emily E. King, Anne E. Todgham
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational “soft” …
Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves,
2025
St. Xavier's College, Kathmandu, Nepal
Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves, Jiju Varghese, Bal Chandra Luitel, Niroj Dahal
The Qualitative Report
Contemplation as a spiritual practice has taken various forms across different religious traditions and regions worldwide. Over the years, various contemplative practices have evolved and become popular even outside religious traditions to promote the well-being of all for inner and outer selves’ transformation. In education, many scholars worldwide have expounded on the benefits of contemplative practices in the classroom for students and teachers. Contemplative practices have penetrated research practices in the form of contemplative inquiry considering performative, philosophical, and artistic transformations, where researchers enter into a deep, thoughtful, and reflective introspective journey to see the connection between what is seen …
Science Identity Development Among Minoritized Students In Professional Stem Student Organizations: A Basic Qualitative Study,
2025
Northern Illinois University
Science Identity Development Among Minoritized Students In Professional Stem Student Organizations: A Basic Qualitative Study, Michaela Friedrichova Holtz
Dissertations of Practice
Despite national efforts to broaden participation in STEM, underrepresented minoritized (URM) students continue to face systemic barriers to persistence and degree completion. While many intervention programs focus on academic preparedness, less is known about the role of co-curricular experiences—specifically professional STEM student organizations—in shaping science identity, a key predictor of persistence and success. This qualitative study explored how involvement in race- and gender-based STEM student organizations at a public research university in the Midwest influenced URM students’ science identity development, persistence in STEM majors, and career aspirations. Using the science identity framework developed in 2007 by Carlone and Johnson, semi-structured …
Examining Student Understanding Of Series Convergence Using Script Writing,
2025
University of Texas at Arlington
Examining Student Understanding Of Series Convergence Using Script Writing, Eduardo Torres Manzanarez
Mathematics Dissertations - Archive
This exploratory study investigates second-semester calculus students’ understanding of series convergence using both nonscripting and scripting-based tasks. Researchers recognize that students encounter difficulties with learning series, including series convergence, and that there is a need for more meaningful tasks that aid students’ learning of series. Script writing, used mainly with prospective mathematics teachers, can be used to explore mathematical understandings. Thus, this study examines how script writing, in the form of a scripting task, elicits students’ understanding of series convergence in contrast to nonscripting-based tasks to determine the potential of script writing in assessing this student understanding. We examine students’ …
Enhancing Inquiry-Based Science Instruction: The Role Of Professional Learning Communities And Instructional Coaching For Elementary Science Teachers,
2025
Southern Methodist University
Enhancing Inquiry-Based Science Instruction: The Role Of Professional Learning Communities And Instructional Coaching For Elementary Science Teachers, Marc T. Sager, Karen Pierce, Jessica Murillo
Publications
Inquiry-based science instruction fosters critical thinking, problem-solving, and scientific literacy by engaging students in exploration, questioning, and reflective learning. However, implementing inquiry-based practices presents significant challenges for elementary teachers, who often balance multiple subjects and may feel less confident facilitating open-ended investigations. This study examines how school-based coaching and professional learning communities (PLCs) support teachers in adopting inquiry-based science instruction. Grounded in distributed cognition theory of learning, this research draws on qualitative data from classroom observations and artifacts from coaching sessions and PLC meetings. Using a multiple case study design, this study identifies four case studies to illustrate varying levels …
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science,
2025
Georgia College & State University
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science, Austin C. Wilson
Curriculum and Instruction (Ed.D.) Dissertations
The purpose of this study was to examine middle school science teachers’ knowledge of the nature of science (NOS) and their pedagogical content knowledge (PCK) for teaching NOS. Developing students’ scientific literacy requires teachers who not only understand NOS but also know how to effectively integrate it into classroom instruction. This explanatory sequential mixed-methods study investigated in-service middle school science teachers’ NOS content knowledge (NOS-CK), their NOS-PCK, the relationship between these two constructs, and the extent to which demographic variables predicted teacher knowledge. NOS-CK and NOS-PCK data were collected from 61 teachers in a large suburban district through the Views …
Science, Students, And Self: An Autoethnography Of One Middle School Science Teacher’S Experiences And Challenges With Implementing Culturally Relevant Pedagogy,
2025
Georgia Southern University
Science, Students, And Self: An Autoethnography Of One Middle School Science Teacher’S Experiences And Challenges With Implementing Culturally Relevant Pedagogy, Alexandra Dalton
College of Graduate Studies: Theses & Dissertations
This dissertation is an autoethnographic inquiry into how the implementation of culturally relevant pedagogy into the middle school classroom is filled with challenges and wins. In this dissertation I explore how implementing culturally relevant pedagogy helped me connect more with my students which in turn increased their academic success, cultural competence, and critical consciousness. I was able to accomplish this by using the research within my own classroom and reflecting on how my students reacted to the changes in my pedagogy. Using the methodology of autoethnography, I was able to incorporate my own personal experiences as research. I also include …
Mathematical Practices (Commonly Used By Mathematicians) In Mathematics Teachers’ Solutions To Algebraic Problems,
2025
Edith Cowan University
Mathematical Practices (Commonly Used By Mathematicians) In Mathematics Teachers’ Solutions To Algebraic Problems, Vesife Hatisaru, Steven Richardson, Jon R. Star
Research outputs 2022 to 2026
A teacher of mathematics knows mathematics as a teacher and as a mathematician. Whilst the existing research on teacher knowledge contributes to our understanding of the ways of knowing mathematics as a teacher, little is known about ways of knowing mathematics as a mathematician. Guided by the conceptual framework of mathematical practices (MPs) (commonly used by mathematicians), this case study aimed to contribute to fill this gap. The study examined solutions generated by two secondary teachers of mathematics to a set of algebraic problems to determine which MPs are apparent, or not, in the teachers’ work. Data were content analyzed …
Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions,
2025
Southern Cross University
Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton
Australian Journal of Teacher Education
Evidence suggests that preservice teachers tend to have negative dispositions towards the teaching of mathematics and/or numeracy. In response, this paper describes the work of three experienced teacher educators using high-quality children’s picture books to teach mathematical and/or numeracy concepts as well as foregrounding the aesthetic value of mathematics. The purpose of this type of reading is to support and improve preservice teacher dispositions towards mathematics and/or numeracy with children’s picture books. Using metalogue as methodology, the researchers discussed mathematical and/or numeracy concepts and explored the aesthetic value of mathematics within selected picture books. They used the Australian Curriculum’s General …
Explosions Are Always Entertaining But…: Investigating The Impacts Of Science Shows On High School Students,
2025
Edith Cowan University
Explosions Are Always Entertaining But…: Investigating The Impacts Of Science Shows On High School Students, Shanii Phillips, Miriam Sullivan, Ann Grand
Research outputs 2022 to 2026
Science shows are often posited as a route to encourage young people to engage with science. Using a mixed methods approach, our research investigated the impact of attending a science show on high school students’ intentions to study science or pursue a career in science. We found that while a single visit to a science show has little impact on students’ aspirations, it can reinforce students’ confidence in their ability to succeed in science. In terms of design and performance, the best-received shows included ‘real-world’ content that students could identify as relevant to their lives.
Extending A Pretrained Language Model (Bert) Using An Ontological Perspective To Classify Students' Scientific Expertise Level From Written Responses,
2025
Old Dominion University
Extending A Pretrained Language Model (Bert) Using An Ontological Perspective To Classify Students' Scientific Expertise Level From Written Responses, Heqiao Wang, Kevin C. Haudek, Amanda D. Manzanares, Chelsie L. Romulo, Emily A. Royse, Caterina B. Azzarello
Human Movement Studies & Special Education Faculty Publications
The complex and interdisciplinary nature of scientific concepts presents formidable challenges for students in developing their knowledge-in-use skills. The utilization of computerized analysis for evaluating students' contextualized constructed responses offers a potential avenue for educators to develop personalized and scalable interventions, thus supporting the current teaching and learning of science. While prior research in artificial intelligence has demonstrated the effectiveness of algorithms, including Bidirectional Encoder Representations from Transformers (BERT), in tasks like automated classifications of constructed responses, these efforts have predominantly leaned towards text-level features, often overlooking the exploration of conceptual ideas embedded in students' responses from a cognitive perspective. …
การจัดการเรียนรู้เคมีโดยใช้การออกแบบเชิงวิศวกรรมเพื่อพัฒนาการคิดเชิงระบบ และเจตคติต่อวิชาเคมีของนักเรียนมัธยมศึกษาตอนปลาย,
2025
คณะครุศาสตร์
การจัดการเรียนรู้เคมีโดยใช้การออกแบบเชิงวิศวกรรมเพื่อพัฒนาการคิดเชิงระบบ และเจตคติต่อวิชาเคมีของนักเรียนมัธยมศึกษาตอนปลาย, ศุภธิดา ลุลอบ
Chulalongkorn University Theses and Dissertations (Chula ETD)
การวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ (1) เปรียบเทียบความสามารถด้านการคิดเชิงระบบของผู้เรียนก่อนและหลังได้รับการจัดการเรียนรู้โดยการออกแบบเชิงวิศวกรรมเคมี และ (2) ศึกษาเจตคติต่อวิชาเคมีของผู้เรียนหลังการจัดการเรียนรู้ดังกล่าว กลุ่มเป้าหมายเป็นผู้เรียนชายระดับชั้นมัธยมศึกษาปีที่ 5-6 ที่ลงทะเบียนเรียนในรายวิชาเลือกเฉพาะทางเคมีอุตสาหกรรม จำนวน 25 คน จากโรงเรียนขนาดใหญ่พิเศษแห่งหนึ่ง เครื่องมือวิจัยประกอบด้วย แผนการจัดการเรียนรู้โดยการออกแบบเชิงวิศวกรรมเคมี แบบทดสอบวัดความสามารถด้านการคิดเชิงระบบจำนวน 15 ข้อ และแบบวัดเจตคติต่อวิชาเคมีที่ผ่านการตรวจสอบคุณภาพซ้ำ การเก็บข้อมูลใช้การทดสอบก่อนและหลังเรียน และวิเคราะห์ข้อมูลด้วยค่าเฉลี่ย ส่วนเบี่ยงเบนมาตรฐาน สถิติทดสอบทีแบบกลุ่มสัมพันธ์ (Paired sample t-test) และสถิติทดสอบอันดับเครื่องหมายของวิลคอกซัน (Wilcoxon Signed-Rank Test) ผลการวิจัยพบว่า คะแนนความสามารถด้านการคิดเชิงระบบหลังเรียนเฉลี่ยร้อยละ 59.63 สูงกว่าก่อนเรียนที่เฉลี่ยร้อยละ 30.00 อย่างมีนัยสำคัญทางสถิติที่ระดับ .05 (t = -27.13, p< .001) และมีคะแนนเฉลี ่ยหลังเรียนสูงกว่าก่อนเรียนในทุกองค์ประกอบ โดยเฉพาะด้านพฤติกรรม ของระบบ มีพัฒนาการมากที ่สุด นอกจากนี ้ พบว่าเจตคติต่อวิชาเคมีหลังเรียนอยู ่ในระดับสูง โดยเฉพาะด้านประโยชน์ของเคมีต่ออาชีพในอนาคตซึ่งสูงกว่าเกณฑ์อย่างมีนัยส าคัญทางสถิติ แสดง ให้เห็นว่าการจัดการเรียนรู้โดยการออกแบบเชิงวิศวกรรมเคมีมีประสิทธิผลในการส่งเสริมทั้ง ความสามารถด้านการคิดเชิงระบบและเจตคติต่อวิชาเคมีของผู้เรียน
Incorporating And Aligning An Ngss Phenomena-Based Approach In Science And The Impacts On Student Learning,
2025
Bethel University
Incorporating And Aligning An Ngss Phenomena-Based Approach In Science And The Impacts On Student Learning, Mallory A. Hoffman
All Electronic Theses and Dissertations
The Next Generation Science Standards represent a significant shift in how science has traditionally been taught. They incorporate the three dimensions of disciplinary core ideas, science and engineering practices, and crosscutting concepts. The Next Generation Science Standards continue to shift the science classroom from a teacher-centered to a student-centered approach, giving students more choice over their learning. Adopting this approach can also be more inclusive and support all students by allowing them to bring their experiences into the classroom. A phenomena-based approach supports this by putting students in charge of investigating, which can foster student agency through their learning. However, …
Dataset For "The Role Of Metacognition And Confidence In Quantitative Reasoning In College Biology Courses",
2025
University of Nebraska‐Lincoln
Dataset For "The Role Of Metacognition And Confidence In Quantitative Reasoning In College Biology Courses", Joseph Dauer, Anum Khushal, Brian A. Couch, Robert L. Mayes, Kent Rittschof
School of Natural Resources: Faculty Publications
Quantitative modelling is a fundamental skill for biology students with performance determined by a host of cognitive and metacognitive resources and requiring instructors to integrate key quantitative dimensions into teaching biology. Using an assessment of quantitative modelling in biology, we explored biology students’ (n = 930 higher education students) modelling practices (i.e., abilities to create, test, revise), metacognition about the nature of models and confidence in their capabilities to model. Students performed best on items related to understanding variables used in models and performed more poorly on items related to interpreting, creating, and using models to understand biological phenomena. …
Nebraska Summary #1293: Fendt 618 Vario,
2025
University of Nebraska-Lincoln
Nebraska Summary #1293: Fendt 618 Vario, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
Nebraska Summary #1292: Fendt 616 Vario,
2025
University of Nebraska-Lincoln
Nebraska Summary #1292: Fendt 616 Vario, Nebraska Tractor Test Lab
Nebraska Tractor Tests
ABOUT THE TEST REPORT AND USE OF THE DATA The test data contained in this report are a tabulation of the results of a series of tests. Due to the restricted format of these pages, only a limited amount of data and not all of the tractor specifications are included. The full OECD report contains usually about 30 pages of data and specifications. The test data were obtained for each tractor under similar conditions and therefore, provide a means of comparison of performance based on a limited set of reported data. EXPLANATION OF THE TEST PROCEDURES Purpose The purpose of …
