Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies [0.03%]
Maria M De Jesus,Kristen S Hobbs,Paula E Adams et al.
Maria M De Jesus et al.
Group work is a common and effective strategy for promoting student learning while bridging opportunity gaps in undergraduate science classrooms. Despite documented positive impacts of group work in promoting student success, its efficacy i...
Racism, sexism, and classism: The uneven terrain of student belonging in introductory biology classrooms [0.03%]
种族主义、性别歧视和阶级主义：入门生物学课堂上学生归属感的不平等性
Cristine Donham,Matthew J Madison,Tessa C Andrews
Cristine Donham
Sense of belonging supports student success in science, technology, engineering, and mathematics (STEM), yet prior research indicates that systemic inequities shape who feels included in college classrooms. Racism, sexism, and classism can ...
Instructor Talk and Student Belonging in Introductory Biology: Not all Talk Matters and Relationships Vary by Student Identity [0.03%]
导论生物学中的教师讲授与学生归属感：并非所有的讲授都重要，并且不同身份的学生关系存在差异
Benjamin D Jackson,Bryn H Robinson,Matthew J Madison et al.
Benjamin D Jackson et al.
What instructors say during class-beyond content-has promise for supporting students' perceptions that they are supported, connected, and valued in the classroom, which in turn predict positive outcomes in science, technology, engineering, ...
What Drives Change? Characterizing Scientific Self-Efficacy Development in Undergraduate Research Experiences [0.03%]
什么驱动力变化？在本科生研究经历中表征科学自我效能感发展
Qiyue Zhang,Paul R Hernandez,Benjamin S Listyg et al.
Qiyue Zhang et al.
Undergraduate research experiences (UREs) and course-based UREs (CUREs) promote students' scientific self-efficacy growth. Yet how self-efficacy develops during research is not well understood. Furthermore, research experiences vary in ways...
Pedagogical Knowledge Among Early-Career Undergraduate Instructors: Qualitative Variation, Longitudinal Development, and Influences on Teaching [0.03%]
关于高校低年级教师的教育知识：量化变化、纵向发展及其对教学的影响
Alex H Waugh,Kathryn E Green,Tessa C Andrews
Alex H Waugh
Active learning can enhance student outcomes in STEM higher education, but its effectiveness varies with implementation. A key contributor to this variation is the pedagogical knowledge held by instructors. However, little is known about in...
VENOMventure, an Immersive Escape-Style Game, Teaches Families the Foundations of Phylogenetics [0.03%]
“毒液奇境”：一个沉浸式的密室游戏让家庭在游戏中学习系统发育的基础知识
Anastasia Thanukos,Teresa MacDonald,Claire Quimby et al.
Anastasia Thanukos et al.
Phylogenetics is an essential component of science literacy, but research demonstrates the challenges of interpreting evolutionary trees. While a variety of classroom interventions have been shown effective in this field, the potential of e...
Can we Mitigate the Impacts of Test Anxiety Through Reappraisal Interventions? A Replication Study in Science Courses Across Multiple Institution Types in the United States [0.03%]
通过重构干预措施减轻测试焦虑的影响吗？在美国多所院校的科学课程中的重复研究
Ruben S Thormodsæter,Cissy J Ballen,Sheritta Fagbodun et al.
Ruben S Thormodsæter et al.
There is compelling evidence that test anxiety-related performance is contributing to documented trends in attrition in science, technology, engineering, and math (STEM) disciplines. While some anxiety-mitigation interventions have yielded ...
The Fourth Credit Hour: How do we Teach in Biology Discussion Sections? [0.03%]
第四个学时：我们在生物学讨论课上如何授课？
Liam O Mueller,Manvir Bamrah,Katherine L Petrie et al.
Liam O Mueller et al.
Discussion sections are scheduled course meetings led by a teaching assistant (TA). Goals of these meetings may include: providing additional content practice, access to instructional support, and promoting a student's sense of belonging. A...
Teaching Evaluation Readiness Assessment (TERA): Development of a Tool to Measure Faculty Readiness for Advancing Departmental Teaching Evaluation Practices [0.03%]
一项用于衡量教师提升系内教学评估实践准备情况的工具的发展——TEAR测量法
Hannah C Ericson,Erin L Dolan,Paula P Lemons et al.
Hannah C Ericson et al.
Inadequate teaching evaluation practices undermine a department's ability to encourage, recognize, and reward effective teaching. Adopting more robust and equitable evaluation practices can address this, but faculty often worry their collea...
Characterizing the Content and Mechanisms of Instructor Messages that Communicate Instructor Beliefs About Ability to Undergraduates [0.03%]
阐明教师信息的内容和机制，这些信息向大学生传达了关于能力的信念
Anastasia Chouvalova,Isabel Billings,Abby G Caraway et al.
Anastasia Chouvalova et al.
Instructors' beliefs about their students' abilities (called "lay theories") and student perceptions of instructors' beliefs impact students' outcomes. Lay theories include three beliefs: mindset (improvability of intelligence), universalit...