Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Anna Jo Auerbach"'
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 11, Iss 2 (2017)
Many undergraduate institutions are reforming their courses to increase student engagement. A critical challenge in these efforts is to engage the academic community beyond the instructors in the process of change. At our university, we embraced this
Externí odkaz:
https://doaj.org/article/470a7bd62a9541d8aea41b3cc5cd64b6
Autor:
Erika G. Offerdahl, Jeffrey Maloy, Michelle Nugent, Sara E. Brownell, Stanley M. Lo, Jacqueline A. Brashears, Mike Wilton, Tanya Josek, Elijah R. Farley, Deanna B. Elliott, Heather M. Heinz, Madison Irving, Ashley L. Waring, Jorge Ramos, Erica T. Cline, Katelyn M. Cooper, Jordan D. Bader, Sarah L. Eddy, Anna Jo Auerbach, Amy S. Beadles-Bohling, Cara Gormally, Linda Fuselier, Juan Palacios-Moreno, Joshua W. Reid, Rachel A. Sparks, A. Kelly Lane
Publikováno v:
CBE life sciences education, vol 19, iss 3
CBE Life Sciences Education
CBE Life Sciences Education
Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::500c465cc5de7f40ac449da1671627ba
https://escholarship.org/uc/item/6cw054pr
https://escholarship.org/uc/item/6cw054pr
Publikováno v:
CBE Life Sciences Education
Not all instructors implement active-learning strategies in a way that maximizes student outcomes. One potential explanation for variation in active-learning effectiveness is variation in the teaching knowledge an instructor draws upon. Guided by the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::71b8fc4cec8298ac60060571a93d6ce1
https://pubmed.ncbi.nlm.nih.gov/31603730
https://pubmed.ncbi.nlm.nih.gov/31603730
Autor:
Tessa C. Andrews, Anna Jo Auerbach
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-25 (2018)
International Journal of Stem Education
International Journal of Stem Education
Background Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f840dd14c4bf7c4941ed8d1b1ccd5a47
https://doi.org/10.1186/s40594-018-0112-9
https://doi.org/10.1186/s40594-018-0112-9
Publikováno v:
CBE Life Sciences Education
The purpose of this study was to observe the instructional practices used by faculty (N = 10) throughout the 3-year process of curricular reform to determine whether the use of active-learning strategies increased. Instructors also participated in in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::3cf979017f821a7618121254484dcff1
https://pubmed.ncbi.nlm.nih.gov/29146663
https://pubmed.ncbi.nlm.nih.gov/29146663
Publikováno v:
Journal of College Science Teaching.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3db70f9f59ee94e76caf5b2fc3f15030
https://doi.org/10.2505/4/jcst16_045_05_67
https://doi.org/10.2505/4/jcst16_045_05_67
Publikováno v:
CBE Life Sciences Education
This study examined teacher knowledge important to effective active-learning instruction in large college biology courses by comparing expert and novice thinking. Experts paid attention to particular aspects of instruction more frequently than novice
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f024d491993c859edcbc5da0d9af65fc
https://doi.org/10.1187/cbe.17-07-0149
https://doi.org/10.1187/cbe.17-07-0149
Publikováno v:
CBE—Life Sciences Education. 16:ar57
Increasing faculty use of active-learning (AL) pedagogies in college classrooms is a persistent challenge in biology education. A large research-intensive university implemented changes to its biology majors’ two-course introductory sequence as out
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9e437152ebcae41ad1439389c2f44a06
https://doi.org/10.1187/cbe.16-08-0258
https://doi.org/10.1187/cbe.16-08-0258
Publikováno v:
CBE Life Sciences Education
Students who experienced a reformed introductory curriculum designed to align with the Vision and Change report recommendations demonstrated higher gains in scientific literacy when compared with students who had experienced the previous curriculum.<
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::04318b5562a3e2d8d378d0c02bc8149b
https://doi.org/10.1187/cbe.16-04-0160
https://doi.org/10.1187/cbe.16-04-0160