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 ResearchMeSH KeywordsEducation, GraduateFemaleHumansKnowledgeMaleProgram EvaluationSelf EfficacyStudentsSurveys and QuestionnairesTeachingUniversitiesYoung AdultConceptsGraduate 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
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 ResearchConceptsUndergraduate research experiencesResearch experienceProject ownershipStudent interview dataEducational research experiencesStudents' senseUndergraduate researchStudentsInterview dataQuantitative methodologyContent analysisLinguistic analysisExperienceNegative aspectsResearch opportunitiesSenseOpportunitiesOwnershipResearch