Zobrazeno 1 - 10
of 27
pro vyhledávání: '"Melissa Dancy"'
Autor:
Alexandra C. Lau, Charles Henderson, Marilyne Stains, Melissa Dancy, Christian Merino, Naneh Apkarian, Jeffrey R. Raker, Estrella Johnson
Publikováno v:
International Journal of STEM Education, Vol 11, Iss 1, Pp 1-21 (2024)
Abstract Background It is well established in the literature that active learning instruction in introductory STEM courses results in many desired student outcomes. Yet, regular use of high-quality active learning is not the norm in many STEM departm
Externí odkaz:
https://doaj.org/article/2f1645d9a6474ed587f305b22ff6074e
Autor:
Melissa Dancy, Apriel K. Hodari
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-29 (2023)
Abstract Background We present an analysis of interviews with 27 self-identified progressive white-male physics faculty and graduate students discussing race and gender in physics. White cis men dominate most STEM fields and are particularly overrepr
Externí odkaz:
https://doaj.org/article/0081c7bf57494bac8b768c78b3ed5daf
Publikováno v:
International Journal of STEM Education, Vol 9, Iss 1, Pp 1-21 (2022)
Abstract Background Repeated calls to diversify the population of students earning undergraduate degrees in science, technology, engineering, and mathematics (STEM) fields have noted the greater diversity of community college students and their poten
Externí odkaz:
https://doaj.org/article/c850f441cf5742a8a1db348054b00981
Autor:
Edward Price, Alexandra C. Lau, Fred Goldberg, Chandra Turpen, P. Sean Smith, Melissa Dancy, Steve Robinson
Publikováno v:
International Journal of STEM Education, Vol 8, Iss 1, Pp 1-26 (2021)
Abstract Background Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potentia
Externí odkaz:
https://doaj.org/article/bb55f86dd6414cd3a1e4cff746c87ad0
Publikováno v:
International Journal of STEM Education, Vol 7, Iss 1, Pp 1-17 (2020)
Abstract Background It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrou
Externí odkaz:
https://doaj.org/article/5c2f6dbf67e14d37b99fa5d8aa988c7b
Publikováno v:
International Journal of STEM Education, Vol 6, Iss 1, Pp 1-13 (2019)
Abstract Background Women and students of color are widely underrepresented in the majority of STEM fields. In order to investigate this underrepresentation, we interviewed over 200 male and female college seniors, primarily women and people of color
Externí odkaz:
https://doaj.org/article/c4cf117b5bda4929b63b5f4878cdc583
Autor:
Naneh Apkarian, Charles Henderson, Marilyne Stains, Jeffrey Raker, Estrella Johnson, Melissa Dancy
Publikováno v:
PLoS ONE, Vol 16, Iss 2, p e0247544 (2021)
Six common beliefs about the usage of active learning in introductory STEM courses are investigated using survey data from 3769 instructors. Three beliefs focus on contextual factors: class size, classroom setup, and teaching evaluations; three focus
Externí odkaz:
https://doaj.org/article/821b410e57104c158d9b1a5aa622239f
Publikováno v:
International Journal of STEM Education, Vol 5, Iss 1, Pp 1-14 (2018)
Abstract Background Women and students of color are widely underrepresented in most STEM fields. In order to investigate this underrepresentation, we interviewed 201 college seniors, primarily women and people of color, who either majored in STEM or
Externí odkaz:
https://doaj.org/article/92111b6a5db54c2eaa012cecd0bac083
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 2, p 020147 (2019)
Many physics faculty are aware of and interested in using research-based instructional strategies. However, knowledge and motivation are not sufficient to support successful and sustained adoption. To address this problem, we present a faculty online
Externí odkaz:
https://doaj.org/article/855917789a474b7790bb7a0de8abe5dc
Publikováno v:
Physical Review Physics Education Research, Vol 12, Iss 1, p 010110 (2016)
[This paper is part of the Focused Collection on Preparing and Supporting University Physics Educators.] The lack of knowledge about how to effectively spread and sustain the use of research-based instructional strategies is currently a significant b
Externí odkaz:
https://doaj.org/article/6289f701142b43208581369b599b30fa