Acceptance of 3D Printing by Occupational Therapists: An Exploratory Survey Study.

Do-it-yourself (DiY) assistive technology gained attention in accessibility literature recently, especially in relation to the rise of digital fabrication technologies, such as 3D printing. Previously, small-scale studies showed that care professionals generally respond positively towards the idea of creating DiY assistive devices for their clients. However, several barriers and concerns may hinder care professionals' actual adoption of digital fabrication technologies.

To be funny or not to be funny: Gender differences in student perceptions of instructor humor in college science courses.

For over 50 years instructor humor has been recognized as a way to positively impact student cognitive and affective learning. However, no study has explored humor exclusively in the context of college science courses, which have the reputation of being difficult and boring. The majority of studies that explore humor have assumed that students perceive instructor humor to be funny, yet students likely perceive some instructor humor as unfunny or offensive.

Who perceives they are smarter? Exploring the influence of student characteristics on student academic self-concept in physiology.

Academic self-concept is one's perception of his or her ability in an academic domain and is formed by comparing oneself to other students. As college biology classrooms transition from lecturing to active learning, students interact more with each other and are likely comparing themselves more to other students in the class. Student characteristics can impact students' academic self-concept; however, this has been unexplored in the context of undergraduate biology.

What's in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom.

Learning student names has been promoted as an inclusive classroom practice, but it is unknown whether students value having their names known by an instructor. We explored this question in the context of a high-enrollment active-learning undergraduate biology course. Using surveys and semistructured interviews, we investigated whether students perceived that instructors know their names, the importance of instructors knowing their names, and how instructors learned their names.