Zobrazeno 1 - 10
of 29
pro vyhledávání: '"Cara Gormally"'
Autor:
Cara Gormally, Rachel Inghram
Publikováno v:
Journal of Microbiology & Biology Education, Vol 22, Iss 1 (2021)
For undergraduate students, feeling an affinity with a science community is a key factor related to interest and persistence in science. Thus, how students perceive scientists can affect their sense of belonging. In this study, we interviewed biology
Externí odkaz:
https://doaj.org/article/c237bfb7a07049a79bcd48e1067fa9fe
Autor:
Amber Elizabeth Marchut, Cara Gormally
Publikováno v:
Journal of the Scholarship of Teaching and Learning, Vol 19, Iss 4 (2019)
Active learning pedagogies such as inquiry-based learning have the potential not only to improve students’ science literacy but also promote affective learning and interest in science, technology, engineering, and mathematics (STEM) careers. Moreov
Externí odkaz:
https://doaj.org/article/83a44e5e6fbd43b9936c5ee5c3cfefea
Publikováno v:
Journal of Microbiology & Biology Education, Vol 17, Iss 2, Pp 215-224 (2016)
Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives
Externí odkaz:
https://doaj.org/article/d0865832ae584701bc679c7aa20fd0ae
Publikováno v:
Journal of Microbiology & Biology Education, Vol 19, Iss 1 (2018)
Science, technology, engineering, and mathematics (STEM) undergraduate research experiences improve success, persistence, and promote a feeling of belonging to a community. Like their hearing peers, deaf STEM majors often participate in undergraduate
Externí odkaz:
https://doaj.org/article/873347cff4f643698bd2b9dc00bc7144
Publikováno v:
International Journal for the Scholarship of Teaching and Learning, Vol 3, Iss 2 (2009)
Calls for reform in university education have prompted a movement from teacher- to student-centered course design, and included developments such as peer-teaching, problem and inquiry-based learning. In the sciences, inquiry-based learning has been w
Externí odkaz:
https://doaj.org/article/9e589d7e99824f029237cd8c8a03aef4
Autor:
Cara Gormally, Austin Heil
Publikováno v:
CBE life sciences education. 21(4)
College biology education must prepare future college graduates to be engaged, science-literate citizens. This is especially important, because the vast majority of college students (82%) are non-science majors. This essay identifies aspects of scien
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d475468a938695678971fef2f4f2d0cd
https://pubmed.ncbi.nlm.nih.gov/36112623
https://pubmed.ncbi.nlm.nih.gov/36112623
Autor:
Cara Gormally
Publikováno v:
Journal of Graphic Novels and Comics. 11:373-375
Trying to get pregnant felt like a series of two-week-long emotional rollercoasters for this queer woman.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::70cb8734c99dc95f4556387a48eef5e7
https://doi.org/10.1080/21504857.2020.1758180
https://doi.org/10.1080/21504857.2020.1758180
Publikováno v:
Journal of Women and Minorities in Science and Engineering. 25:261-282
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e68f3e7a73a427760a48a31a5b7183b4
https://doi.org/10.1615/jwomenminorscieneng.2019026085
https://doi.org/10.1615/jwomenminorscieneng.2019026085
Autor:
Rachel Inghram, Cara Gormally
Publikováno v:
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education, Vol 22, Iss 1 (2021)
Journal of Microbiology & Biology Education, Vol 22, Iss 1 (2021)
For undergraduate students, feeling an affinity with a science community is a key factor related to interest and persistence in science. Thus, how students perceive scientists can affect their sense of belonging. In this study, we interviewed biology
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f9223215dbf7cbf9d5b976812fd599c8
https://doi.org/10.1128/jmbe.v22i1.2273
https://doi.org/10.1128/jmbe.v22i1.2273
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
