A5075009106- Career Development and Diversity
- Science Education and Pedagogy
- Mentoring and Academic Development
- Innovative Teaching Methods
- Educational Strategies and Epistemologies
- Biomedical and Engineering Education
- Genetics, Bioinformatics, and Biomedical Research
- Evaluation of Teaching Practices
- Doctoral Education Challenges and Solutions
- Interdisciplinary Research and Collaboration
- Education and Critical Thinking Development
- Higher Education Research Studies
- Diverse Educational Innovations Studies
- Education, Achievement, and Giftedness
- Perfectionism, Procrastination, Anxiety Studies
- Animal and Plant Science Education
- Online and Blended Learning
- Innovative Teaching and Learning Methods
- Educational Assessment and Pedagogy
- Experimental Learning in Engineering
- Problem and Project Based Learning
- Service-Learning and Community Engagement
- Engineering Education and Curriculum Development
- Various Chemistry Research Topics
- Teacher Education and Leadership Studies
University of Georgia
2014-2025
Division of Undergraduate Education
2024
Mentor
2024
Texas Tech University
2022
Franklin College
2017
The University of Texas at Austin
2015-2016
Virginia Tech
2004-2011
Life Science Institute
2009
The Course-Based Undergraduate Research Experiences Network (CUREnet) was initiated in 2012 with funding from the National Science Foundation program for Coordination Networks Biology Education. CUREnet aims to address topics, problems, and opportunities inherent integrating research experiences into undergraduate courses. During meetings discussions, it became apparent that there is need a clear definition of what constitutes CURE systematic exploration makes CUREs meaningful terms student...
Course-based undergraduate research experiences (CUREs) are being championed as scalable ways of involving undergraduates in science research. Studies CUREs have shown that participating students achieve many the same outcomes who complete internships. However, vary widely their design and implementation, aspects necessary sufficient to desired student not been elucidated. To guide future aimed at understanding causal mechanisms underlying CURE efficacy, we used a systems approach generate...
National efforts to transform undergraduate biology education call for research experiences be an integral component of learning all students. Course-based experiences, or CUREs, have been championed engaging students in at a scale that is not possible through apprenticeships faculty laboratories. Yet there are few if any studies examine the long-term effects participating CUREs on desired student outcomes, such as graduating from college and completing science, technology, engineering,...
Abstract Background The extent to which students view their intelligence as improvable (i.e., “mindset”) influences students’ thoughts, behaviors, and ultimately academic success. Thus, understanding the development of mindsets is great interest education scholars working understand promote student Recent evidence suggests that continue develop change during first year college. We built on this work by characterizing how identifying factors may be influencing among upper-level STEM students....
A growing body of research documents the positive outcomes experiences for undergraduates, including increased persistence in science. Study undergraduate lab learning has demonstrated that design experience influences extent to which students report ownership project and is one psychosocial factors involved student retention sciences. To date, methods measuring have not been suitable collection larger data sets. The current study aims rectify this by developing, presenting, evaluating a new...
Course-based undergraduate research experiences (CUREs) provide a promising avenue to attract larger and more diverse group of students into careers. CUREs are thought be distinctive in offering opportunities make discoveries, collaborate, engage iterative work, develop sense ownership their lab course work. Yet how these elements affect students’ intentions pursue research-related careers remain unexplored. To address this knowledge gap, we collected data on three design features...
Course-based undergraduate research experiences (CUREs) are increasingly being offered as scalable ways to involve undergraduates in research. Yet few if any design features that make CUREs effective have been identified. We developed a 17-item survey instrument, the Laboratory Course Assessment Survey (LCAS), measures students’ perceptions of three biology lab courses: 1) collaboration, 2) discovery and relevance, 3) iteration. assessed psychometric properties LCAS using established methods...
Undergraduate researchers at research universities are often mentored by graduate students or postdoctoral (referred to collectively as "postgraduates") and faculty, creating a mentoring triad structure. Triads differ based on whether the undergraduate, postgraduate, faculty member interact with one another about undergraduate's research. Using social capital theory framework, we hypothesized that different structures provide undergraduates varying resources (e.g., information, advice,...
Participating in undergraduate research with mentorship from faculty may be particularly important for ensuring the persistence of women and minority students science. Yet many life science undergraduates at universities are mentored by graduate or postdoctoral researchers (i.e., postgraduates). We surveyed a national sample about mentoring structure their experiences outcomes they realized participating research. observed two common structures: an open triad undergraduate-postgraduate...
A characterization of the negative mentoring doctoral students experience during their graduate research is presented. Students attributed experiences to interacting factors at multiple levels academic system, which they perceived as harmful development.
We present an exploratory study of how undergraduates' involvement in research influences postgraduates (i.e., graduate and postdoctoral researchers) faculty. used a qualitative approach to examine the relationships among undergraduates, postgraduates, faculty head group. In this group, undergraduates viewed as more approachable than both literally figuratively. Mentorship by presented unique challenges for including unrealistic expectations varying abilities mentor. The concurred that...
Nearly half of all undergraduates are enrolled at community colleges (CCs), including the majority U.S. students who represent groups underserved in sciences. Yet only a small minority studies published discipline-based education research journals address CC biology students, faculty, courses, or authors. This marked underrepresentation (BER) limits availability evidence that could be used to increase student success programs. To this issue, diverse group stakeholders convened Building...
Research on how people learn shows that teaching using active learning is more effective than just lecturing. We outline four concrete ways instructors can begin to apply in their teaching: backward instruction design; expecting students facts; posing "messy" problems for solve; and talk, write, collaborate. Each tactic supported with references demonstrating its efficacy advice links resources getting started learning.
Undergraduate research experiences in science, technology, engineering, and mathematics fields are championed for promoting students' personal professional development. Mentorship is an integral part of undergraduate research, as effective mentorship maximizes the benefits undergraduates realize from participating research. Yet almost no examines instances which mentoring less or even problematic, though prior on workplace settings suggests negative common. Here, we report results a...
Mentored research is critical for integrating undergraduates into the scientific community. Undergraduate researchers experience a variety of mentoring structures, including dyads (i.e., direct mentorship by faculty) and triads graduate or postdoctoral [postgraduates] faculty). Social capital theory suggests that these structures may offer different resources differentially benefit undergraduates. To test this, we collected data from national sample more than 1,000 undergraduate life science...
This study describes the design and implementation of remote Summer undergraduate research programs during COVID-19 pandemic, including program strengths recommendations for improvement from perspectives researchers.
Abstract Background Studying science identity has been useful for understanding students’ continuation in science-related education and career paths. Yet knowledge theory related to among students on the path becoming a professional researcher, such as engaged research at undergraduate, postbaccalaureate, graduate level, is still developing. It not yet clear from existing how particular contexts, training experiences, influence identities. Here we leverage theories investigate shapes...
Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors form quality relationships is lacking. Here, we examine the influence variables theorized predict mentorship support in a national sample 565 science doctoral students from 70 universities 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, relationship matching mechanism (direct admissions,...
More than a decade has passed since the publication of BIO2010, calling for an increased emphasis on quantitative skills in undergraduate biology curriculum. In that time, relatively few papers have been published describe educational innovations or provide evidence their effects students. Using "backward design" framework, we lay out skill and attitude goals, assessment strategies, teaching resources to help biologists teach more quantitatively. Collaborations between education researchers...
Relationships with colleagues have the potential to be a source of support for faculty make meaningful change in how they teach, but impact these relationships is poorly understood. We used mixed-methods approach investigate characteristics who provide teaching resources and facilitate teaching, influence one another. Our exploratory investigation was informed by social network theory research on opinion leaders within organizations. surveys interviews examine collegial interactions about...
make individual ownership of projects and discovery feasible in a classroom setting, engaging students authentic STEM experiences enhancing learning and, therefore, they provide models for what should be more widely implemented.(pp.iv-v