About
Titles
Associate Provost
Departments & Organizations
- Office of the Provost
Research
Research at a Glance
Yale Co-Authors
Frequent collaborators of Jennifer Frederick's published research.
Publications Timeline
A big-picture view of Jennifer Frederick's research output by year.
Mark Graham, PhD
7Publications
893Citations
Publications
2019
Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching
Bathgate M, Aragón O, Cavanagh A, Frederick J, Graham M. Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching. CBE—Life Sciences Education 2019, 18: ar22. PMID: 31120395, PMCID: PMC6755207, DOI: 10.1187/cbe.17-12-0272.Peer-Reviewed Original ResearchCitationsMeSH Keywords and ConceptsConceptsEvidence-based teachingTeaching environmentPersonal motivationCollege science classroomsCollege STEM coursesScience classroomsTeaching experienceBenefits studentsFormative assessmentMathematics facultySTEM coursesScience coursesFaculty implementationActive learningFaculty useFaculty genderInstitutional cultureFacultyDepartmental structurePersonal beliefsTeachingMotivationEBT implementationCourseExperiencePerceived supports and evidence-based teaching in college STEM
Bathgate M, Aragón O, Cavanagh A, Waterhouse J, Frederick J, Graham M. Perceived supports and evidence-based teaching in college STEM. International Journal Of STEM Education 2019, 6: 11. PMID: 31032173, PMCID: PMC6456468, DOI: 10.1186/s40594-019-0166-3.Peer-Reviewed Original ResearchCitationsAltmetricConceptsEvidence-based teachingEvidence-based practiceTraditional lecture-based teachingLecture-based teachingCollege science educationCollege science facultyScience classroomsStudent learningScience educationInstructors’ perceptionsActive learningScience facultyTeachingFaculty decisionsInnovative practicesInstructorsFacultyLearningGreater implementationResultsThese resultsPracticeRelevant stakeholdersPerceptionClassroomConclusionFaculty
2018
Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs
Reeves T, Hake L, Chen X, Frederick J, Rudenga K, Ludlow L, O’Connor C. Does Context Matter? Convergent and Divergent Findings in the Cross-Institutional Evaluation of Graduate Teaching Assistant Professional Development Programs. CBE—Life Sciences Education 2018, 17: ar8. PMID: 29351911, PMCID: PMC6007778, DOI: 10.1187/cbe.17-03-0044.Peer-Reviewed Original ResearchCitationsAltmetricMeSH Keywords and ConceptsConceptsGraduate teaching assistantsPedagogical knowledgeProfessional developmentStudent ratingsPretest/posttest dataProfessional development programIntroductory science coursesCross-institutional evaluationContextual factorsTeaching experienceTeaching dimensionTeaching assistantsScience coursesScientific teachingInstructional roleCollege levelPosttest dataImportant instructional rolesResearch universitiesContent frameworkPositive perceptionsProgram outcomesPosttest surveysDevelopment programsTraining programTrust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course
Cavanagh A, Chen X, Bathgate M, Frederick J, Hanauer D, Graham M. Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE—Life Sciences Education 2018, 17: ar10. PMID: 29378750, PMCID: PMC6007784, DOI: 10.1187/cbe.17-06-0107.Peer-Reviewed Original ResearchCitationsAltmetricMeSH Keywords and ConceptsConceptsCollege science coursesStudent commitmentStudents' viewsScience coursesStudent trustActive learningOwn intelligenceActive learning pedagogyStudent-level factorsActive learning contextInstructors' understandingStudent outcomesStudents' attitudesPhysiology courseFinal gradesLearning processGrowth mindsetInstructorsStudentsLearningPositive outcomesCourseAttitudesPedagogyCommitment
2013
Training TAs in scientific teaching for the human physiology and anatomy laboratory
Chen X, Kimball K, Frederick J, Graham M. Training TAs in scientific teaching for the human physiology and anatomy laboratory. Advances In Physiology Education 2013, 37: 436-439. PMID: 24292923, DOI: 10.1152/advan.00136.2012.Peer-Reviewed Original ResearchCitationsAltmetricIncreasing Persistence of College Students in STEM
Graham MJ, Frederick J, Byars-Winston A, Hunter AB, Handelsman J. Increasing Persistence of College Students in STEM. Science 2013, 341: 1455-1456. PMID: 24072909, PMCID: PMC10167736, DOI: 10.1126/science.1240487.Peer-Reviewed Original ResearchCitationsAltmetricMeSH Keywords and ConceptsConceptsCollege studentsSTEM majorsStudent persistenceAcademic leadersWorkforce needsEvidence-based frameworkCollege graduatesStudentsRetention strategiesU.S. workforceLack of knowledgePresident's CouncilScienceCouncilGraduatesMathematicsMajorWorkforceAdvisorsLeadersTechnologyKnowledgeRetentionNonactionNeed
2012
Linguistic Analysis of Project Ownership for Undergraduate Research Experiences
Hanauer DI, Frederick J, Fotinakes B, Strobel SA. Linguistic Analysis of Project Ownership for Undergraduate Research Experiences. CBE—Life Sciences Education 2012, 11: 378-385. PMID: 23222833, PMCID: PMC3516793, DOI: 10.1187/cbe.12-04-0043.Peer-Reviewed Original ResearchCitationsAltmetricMeSH Keywords and ConceptsConceptsUndergraduate research experiencesResearch experienceProject ownershipStudent interview dataEducational research experiencesStudents' senseUndergraduate researchStudentsInterview dataQuantitative methodologyContent analysisLinguistic analysisExperienceNegative aspectsResearch opportunitiesSenseOpportunitiesOwnershipResearch
News
News
- January 30, 2024
Fostering Equity and Inclusion in Infectious Diseases at Yale
- December 18, 2018
Applications Invited for Rosenkranz Awards for Pedagogical Advancement
- February 09, 2015
Yale Ciencia Initiative to bring Yale science to the world