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SPRING 2023 READINGS

Tuesday, 4 April 2023

Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement

This week’s reading discusses factors influencing Graduate Student Instructors’ (GSI) teaching-self-efficacy and that, in turn, affects undergraduate student engagement. While the article focuses on GSIs, this information is interesting to anyone who teaches undergraduate students.

Fong, C.J., Dillard, J.B. and Hatcher, M., 2019. Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement. International Journal of Educational Research, 98, pp.91-105.

https://www-sciencedirect-com.ezp-prod1.hul.harvard.edu/science/article/pii/S0883035519300965

Tuesday, 18 April 2023

The Struggle to Belong and Thrive: Struggles with STEM Curricula and Conceptual Understanding

This week’s reading will be discussed in two parts. Week 1, we will discuss the ways students’ views of STEM curricula, STEM courses, and their own abilities affect their sense of belonging in STEM and decision to persist.

Holland, D.G., 2019. The struggle to belong and thrive. Talking about leaving revisited: Persistence, relocation, and loss in undergraduate STEM education, pp.277-300

https://web.archive.org/web/20220422212134id_/https://casa.colorado.edu/~dduncan/wp-content/uploads/2019_Book_TalkingAboutLeavingRevisited.pdf#page=292

Tuesday, 2 May 2023

The Struggle to Belong and Thrive: Belonging, Institutional Climate, and STEM Persistence

Week 2 of the discussion from April 18th. This week, we will discuss how institutional factors such as climate and access to education affects students’ sense of belonging and decision to persist.

Holland, D.G., 2019. The struggle to belong and thrive. Talking about leaving revisited: Persistence, relocation, and loss in undergraduate STEM education, pp.300-327.

https://web.archive.org/web/20220422212134id_/https://casa.colorado.edu/~dduncan/wp-content/uploads/2019_Book_TalkingAboutLeavingRevisited.pdf#page=292

Tuesday, 16 May 2023

A Framework of College Student Buy-in to Evidence-Based Teaching Practice in STEM: The roles of Trust and Growth Mindset

This week’s reading discusses the ways factors such as trust and growth mindset affect students’ buy-in to changes in teaching approaches and how that affects their engagement and learning.

Wang, C., Cavanagh, A.J., Bauer, M., Reeves, P.M., Gill, J.C., Chen, X., Hanauer, D.I. and Graham, M.J., 2021. A framework of college student buy-in to evidence-based teaching practices in STEM: the roles of trust and growth mindset. CBE—Life Sciences Education, 20(4), ar54.

https://www.lifescied.org/doi/pdf/10.1187/cbe.20-08-0185