Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Nicholas J Wiesenthal"'
Autor:
Erika M Nadile, Emilie Alfonso, Briana Michelle Barreiros, William D Bevan-Thomas, Sara E Brownell, Megan R Chin, Isabella Ferreira, Sariah A Ford, Logan E Gin, Jomaries O Gomez-Rosado, George Gooding, Alyssa Heiden, Airyn E Hutt, Meagan L King, Shannon G Perez, Yasiel I Rivera Camacho, Flor Salcedo, Christopher F Sellas, Krystian A Sinda, Katherine N Stahlhut, Michelle D Stephens, Nicholas J Wiesenthal, Keonti D Williams, Yi Zheng, Katelyn M Cooper
Publikováno v:
PLoS ONE, Vol 16, Iss 1, p e0243731 (2021)
Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students' perceptions of these practices, the exte
Externí odkaz:
https://doaj.org/article/00e5f9c5580148b2b73f3b1a9d9108d2
Publikováno v:
International Journal of STEM Education, Vol 10, Iss 1, Pp 1-21 (2023)
Abstract Background Depression is one of the top mental health concerns among biology graduate students and has contributed to the “graduate student mental health crisis” declared in 2018. Several prominent science outlets have called for interve
Externí odkaz:
https://doaj.org/article/6bd06081febf4f9883831f39f13fa036
Publikováno v:
CBE—Life Sciences Education. 21
Depression is one of the top mental health concerns among undergraduates and disproportionately affects students who are underrepresented in science. As such, understanding how emerging science learning environments, such as online science courses, a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f4da0bf102c3c5597a3c3e8e49012b5e
https://doi.org/10.1187/cbe.21-09-0228
https://doi.org/10.1187/cbe.21-09-0228
Autor:
Yi Zheng, Jomaries O. Gomez-Rosado, Sariah A. Ford, Meagan L. King, Isabella B. B. Ferreira, Yasiel I. Rivera Camacho, Nicholas J. Wiesenthal, William D. Bevan-Thomas, Flor Salcedo, Christopher F. Sellas, Erika M. Nadile, Briana Michelle Barreiros, Megan R. Chin, George Gooding, Keonti D. Williams, Katelyn M. Cooper, Shannon G. Perez, Katherine N. Stahlhut, Emilie Alfonso, Airyn E. Hutt, Alyssa Heiden, Krystian A. Sinda
Publikováno v:
Journal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
Journal of Microbiology & Biology Education
Journal of Microbiology & Biology Education
Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized reason for t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ff090f25e3cb566b36ae8b5c1a5b3f5d
https://journals.asm.org/doi/10.1128/jmbe.00100-21
https://journals.asm.org/doi/10.1128/jmbe.00100-21
Publikováno v:
CBE Life Sciences Education
Graduate students are more than six times as likely to experience depression compared with the general population. However, few studies have examined how graduate school specifically affects depression. In this qualitative interview study of 50 life
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a12eff779810fda721b09fdbe617889a
https://pubmed.ncbi.nlm.nih.gov/34309412
https://pubmed.ncbi.nlm.nih.gov/34309412
Publikováno v:
The FASEB Journal. 35
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::56c00acc4f76235f27d3d41ba305eb29
https://doi.org/10.1096/fasebj.2021.35.s1.00408
https://doi.org/10.1096/fasebj.2021.35.s1.00408
Autor:
George Gooding, Katelyn M. Cooper, Yi Zheng, Keonti D. Williams, Isabella B. B. Ferreira, Meagan L. King, Katherine N. Stahlhut, Christopher F. Sellas, Logan E. Gin, Flor Salcedo, Yasiel I. Rivera Camacho, Michelle D. Stephens, William D. Bevan-Thomas, Sara E. Brownell, Alyssa Heiden, Nicholas J. Wiesenthal, Krystian A. Sinda, Airyn E. Hutt, Briana Michelle Barreiros, Emilie Alfonso, Sariah A. Ford, Megan R. Chin, Erika M. Nadile, Shannon G. Perez, Jomaries O. Gomez-Rosado
Publikováno v:
PLoS ONE
PLoS ONE, Vol 16, Iss 1, p e0243731 (2021)
PLoS ONE, Vol 16, Iss 1, p e0243731 (2021)
Allowing students to voluntarily ask and answer questions in front of the whole class are common teaching practices used in college science courses. However, few studies have examined college science students’ perceptions of these practices, the ex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fec47da8da9f8e09deb288138a8ec71d
http://europepmc.org/articles/PMC7802933
http://europepmc.org/articles/PMC7802933
Autor:
Erika M. Nadile, Keonti D. Williams, Nicholas J. Wiesenthal, Katherine N. Stahlhut, Krystian A. Sinda, Christopher F. Sellas, Flor Salcedo, Yasiel I. Rivera Camacho, Shannon G. Perez, Meagan L. King, Airyn E. Hutt, Alyssa Heiden, George Gooding, Jomaries O. Gomez-Rosado, Sariah A. Ford, Isabella Ferreira, Megan R. Chin, William D. Bevan-Thomas, Briana M. Barreiros, Emilie Alfonso, Yi Zheng, Katelyn M. Cooper
Publikováno v:
Journal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
ABSTRACT Allowing students to ask and answer questions is a common practice employed by college science instructors. However, recent literature has identified that women participate in whole-class discussions less often than men. One hypothesized rea
Externí odkaz:
https://doaj.org/article/1829743c49fa4f40925ac7d62ee9b7da