Publications by authors named "N Guild"
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who implement a CRE within an established iREC and to explore how this identity contributes to the success of these programs.
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- Over two decades, initiatives have aimed to enhance STEM undergraduate outcomes, with the inclusive Research Education Community (iREC) emerging as a scalable reform model that supports STEM faculty in implementing course-based research to improve student learning.
- This study utilized pathway modeling to describe the HHMI Science Education Alliance (SEA) iREC, identifying how faculty engagement leads to sustainable adoption and improvement of new teaching strategies through feedback from over 100 participating faculty members.
- The findings indicate that iREC fosters a collaborative environment where STEM faculty can share expertise and data, thereby enhancing their teaching practices and contributing to the overall evolution of undergraduate science education.
Article Synopsis
- - The study investigates the implementation and educational benefits of course-based research experiences (CRE) in STEM education over three years, involving 102 instructors from the SEA-PHAGES program.
- - The research includes surveys and feedback sessions to understand instructors' perspectives on the goals and teaching practices of CRE, ultimately utilizing qualitative content analysis.
- - Findings reveal three instructional models for CRE teaching: 1) acting as a scientist and generating data, 2) teaching procedural knowledge, and 3) promoting project ownership, which help inform new instructors and institutions about effective CRE instruction.
Article Synopsis
- Four bacteriophages that infect the mc155 strain were isolated from soil and their genomes sequenced.
- Three of these phages belong to subcluster P1, while one belongs to subcluster P2.
- The genomes of all four phages show similarities in the left arm, but the P2 phage has distinct differences in its right arm; all exhibit characteristics of temperate phages.
Understanding how different types of molecules move through cell membranes is a fundamental part of cell biology. To identify and address student misconceptions surrounding molecular movement through cell membranes, we surveyed student understanding on this topic using pre-class questions, in-class clicker questions, and subsequent exam questions in a large introductory biology course. Common misconceptions identified in student responses to the pre-class assessment questions were used to generate distractors for clicker questions.
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