Presentations

    Assessing the initial state of knowledge of first-year genetics students, at ASM Eighth Undergraduate Microbiology Education Conference, American Society for Microbiology (Orlando, FL), Saturday, May 19, 2001:
    A survey was designed to assess students' understanding of concepts and familiarity with biology terminology at the beginning of a new introductory genetics course. The class, which serves as the first college biology course for all students majoring in Biological Sciences or fulfilling premedical requirements, assumes no prior knowledge and enrolls mainly first-year students. The survey asked students to rate their familiarity with over 80 words in genetics and to define a selection of these terms. Students were also asked to answer a few conceptual questions as well as provide background... Read more about Assessing the initial state of knowledge of first-year genetics students
    Academic Researchers' Joint Ventures toward Undergraduate STEM Teaching Improvement at Major Research Universities, at American Educational Research Association Annual Meeting - Poster Session (Denver, Colorado), Sunday, May 2, 2010:
    Based on a qualitative study of 20 research-active science, technology, engineering and mathematics (STEM) professors’ teaching improvement efforts, this paper suggests that some academic researchers engage in highly-intensive, joint ventures to enhance their introductory pedagogy at major research universities. The study casts professors’ participation in such communal teaching activities as voluntary and as enacted despite problematic career structures that promote collaboration in research, not in teaching. Based on interviews, observations and documentary analysis, the study posits that... Read more about Academic Researchers' Joint Ventures toward Undergraduate STEM Teaching Improvement at Major Research Universities
    Knowing as the Stage for Doing: Developing Professors’ Pedagogical Knowledge, Attitudes, Practice, and Dissemination During Cross-­‐national Faculty Development Programs, at American Education Research Association Annual Meeting (Vancouver, BC, Canada), Saturday, April 14, 2012:
    This poster will present the findings of a case study research project designed around an innovative approach to faculty development in Latin America and the Caribbean. The project trained over 75 professors from research universities in Chile,Costa Rica, and the Dominican Republic. The program currently measures four dimensions of pedagogical change: knowledge, attitudes, practice and dissemination. We will solicit feedback on our faculty development and program assessment model so that we may further improve our ability to potentiate pedagogical change in Latin American higher education and... Read more about Knowing as the Stage for Doing: Developing Professors’ Pedagogical Knowledge, Attitudes, Practice, and Dissemination During Cross-­‐national Faculty Development Programs