Julia Gill
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View article: Investigating dimensions of instructor trust using the words of undergraduate STEM students
Investigating dimensions of instructor trust using the words of undergraduate STEM students Open
Introduction Recent work has shown that student trust in their instructor is a key moderator of STEM student buy-in to evidence-based teaching practices (EBTs), enhancing positive student outcomes such as performance, engagement, and persi…
View article: Student interest development in course-based undergraduate research experiences (CUREs): a longitudinal case study analysis
Student interest development in course-based undergraduate research experiences (CUREs): a longitudinal case study analysis Open
Introduction Student participation in course-based undergraduate research experiences (CUREs) leads to improved academic performance and increased intent to persist in STEM, especially when compared to traditional lecture courses with stan…
View article: An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform Open
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges a…
View article: More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes
More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes Open
Introduction Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established. Methods In this study, students (n = 894) of faculty wh…
View article: A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset Open
This investigation tests a college science, technology, engineering, and mathematics (STEM) student buy-in framework and contributes to understanding the social and cognitive factors influencing students in evidence-based teaching contexts…
View article: Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses Open
This Essay demonstrates how course pathway modeling can help co-instructors better represent the complexity of student-centered teaching practices. It discusses how this approach can improve curricular design, course evaluation, student as…
View article: Using Pathway Modeling to Evaluation and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses
Using Pathway Modeling to Evaluation and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses Open
Student-centered teaching practices such as active learning continue to gain momentum in college science education. Many instructors committed to these innovative practices transform their classroom beyond the standard lecture. Nevertheles…
View article: Review of Clinical Ethics Consultation - A Practical Guide
Review of Clinical Ethics Consultation - A Practical Guide Open
In this guide to conducting clinical ethics consultation, Bashir Jiwani notes that the success of ethics interventions often relies on the personal skills of the particular consultant involved. Therefore, he wrote this volume to articulate…