Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Katherine D. Kearns"'
Autor:
Leslie E. Drane, Jordan Y. Lynton, Yarí E. Cruz-Rios, Elizabeth Watts Malouchos, Katherine D. Kearns
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 7, Iss 2 (2019)
In this article, we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a transgressive learning community that empowers graduate instructors w
Externí odkaz:
https://doaj.org/article/a3b184a69994413f9560ee5ee1cc55f4
Autor:
Natalie Christian, Katherine D. Kearns
Publikováno v:
Journal of Microbiology & Biology Education, Vol 19, Iss 2 (2018)
Abstracts play the pivotal role of selling an article to a prospective reader, and for students, the ability to communicate science in concise written form may foster scientific thinking. However, students struggle with abstract composition, and we l
Externí odkaz:
https://doaj.org/article/ee7cf4763a5349fab45ef7fd780e60d9
Autor:
Elizabeth Watts Malouchos, Yarí E. Cruz-Rios, Katherine D. Kearns, Leslie E. Drane, Jordan Y. Lynton
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 7, Iss 2 (2019)
In this paper we propose a new vision of educational development that reimagines how graduate instructors are socialized and professionalized in academic settings. We describe a Transgressive Learning Community (TLC) that empowers graduate instructor
Autor:
Shawana Tabassum, Lisa Rohde, Darren S. Hoffmann, Riley Blay, Leslie E. Drane, W. F. Preston Cumming, Madeleine Gonin, Katherine D. Kearns, Lisa Kelly, Karen M. Bovenmyer
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 9, Iss 1 (2021)
In this study, graduate students and postdoctoral scholars participated in a hybrid, multi-institutional workshop series about course design. Trainees developed college courses based on their research expertise, posting works-in-progress to a shared,
Autor:
Molly Hatcher, Laura Thain, Mary C. Wright, Devon Donohue-Bergeler, Katherine D. Kearns, Mara Bollard, Andrew E. Phuong, Leslie E. Drane, Elizabeth Luoma, Michele DiPietro
Publikováno v:
To Improve the Academy. 37:128-141
Autor:
Jennifer Meta Robinson, Catherine Sherwood-Laughlin, Valerie Dean O'Loughlin, Katherine D. Kearns
Publikováno v:
College Teaching. 65:172-181
This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We
Publikováno v:
College Teaching. 65:17-27
Backward course design is a compelling strategy for achieving results-based, student-centered learning. The backward course-design approach is first to identify student-learning outcomes, then the means of assessing the outcomes, and lastly the class
Publikováno v:
College Teaching. 64:19-27
This article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedago
Autor:
Katherine D. Kearns, Natalie Christian
Publikováno v:
Journal of Microbiology & Biology Education, Vol 19, Iss 2 (2018)
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education
s play the pivotal role of selling an article to a prospective reader, and for students, the ability to communicate science in concise written form may foster scientific thinking. However, students struggle with abstract composition, and we lack evid
Publikováno v:
CBE Life Sciences Education
The authors implemented a deliberate practice approach to engage students over the course of a semester in a series of increasingly complex hands-on tasks related to phylogenetic tree construction. Final exam scores, pre- and postconcept surveys, and