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 ResearchConceptsEvidence-based teachingTeaching environmentPersonal motivationCollege science classroomsCollege STEM coursesScience classroomsTeaching experienceBenefits studentsFormative assessmentMathematics facultySTEM coursesScience coursesFaculty implementationActive learningFaculty useFaculty genderInstitutional cultureFacultyDepartmental structurePersonal beliefsTeachingMotivationEBT implementationCourseExperience
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 ResearchConceptsGraduate 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 program