Full Text Journal Articles by
Author Elisabeth E Schussler

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Student Perceptions of Instructor Supportiveness: What Characteristics Make a Difference?

Elisabeth E Schussler, Maryrose Weatherton, Miranda M Chen Musgrove, Jennifer R Brigati, Benjamin J England,

The use of active learning in the undergraduate biology classroom improves student learning and classroom equity, but its use can lead to student anxiety. Instructors can reduce student anxiety through practices that convey supportiveness and valuing of students. We collected students' ratings of their classroom anxiety and perceptions of their ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(2):ar29]

Cited: 0 times

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Success for All? A Call to Re-examine How Student Success Is Defined in Higher Education.

Maryrose Weatherton, Elisabeth E Schussler,

A central focus in science education is to foster the success of students who identify as Black, Indigenous, and people of color (BIPOC). However, representation and achievement gaps relative to the majority still exist for minoritized students at all levels of science education and beyond. We suggest that majority groups ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2021, 20(1):es3]

Cited: 0 times

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Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development.

Lisa B Limeri, Miranda M Chen Musgrove, Meredith A Henry, Elisabeth E Schussler,

To promote undergraduate education reform, teaching professional development (TPD) efforts aim to encourage instructors to adopt evidence-based practices. However, many instructors do not attend TPD. There may be many reasons for this, including low intrinsic motivation to participate in TPD. Psychologists have dealt with motivational barriers in educational contexts using ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2020, 19(3):es10]

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How do undergraduates cope with anxiety resulting from active learning practices in introductory biology?

Jennifer R Brigati, Benjamin J England, Elisabeth E Schussler,

Active learning pedagogies decrease failure rates in undergraduate introductory biology courses, but these practices also cause anxiety for some students. Classroom anxiety can impact student learning and has been associated with decreased student retention in the major, but little is known about how students cope with anxiety caused by active ... Read more >>

PLoS One (PloS one)
[2020, 15(8):e0236558]

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Student Anxiety and Perception of Difficulty Impact Performance and Persistence in Introductory Biology Courses.

Benjamin J England, Jennifer R Brigati, Elisabeth E Schussler, Miranda M Chen,

Students respond to classroom activities and achievement outcomes with a variety of emotions that can impact student success. One emotion students experience is anxiety, which can negatively impact student performance and persistence. This study investigated what types of classroom anxiety were related to student performance in the course and persistence ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2019, 18(2):ar21]

Cited: 5 times

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Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

Benjamin J England, Jennifer R Brigati, Elisabeth E Schussler,

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can ... Read more >>

PLoS One (PloS one)
[2017, 12(8):e0182506]

Cited: 7 times

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Curriculum Alignment with Vision and Change Improves Student Scientific Literacy.

Anna Jo Auerbach, Elisabeth E Schussler,

The <i>Vision and Change in Undergraduate Biology Education</i> final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors' introductory biology sequence in alignment with these recommendations. Discussion sections focused ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2017, 16(2):]

Cited: 3 times

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A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

Todd D Reeves, Gili Marbach-Ad, Kristen R Miller, Judith Ridgway, Grant E Gardner, Elisabeth E Schussler, E William Wischusen,

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2016, 15(2):]

Cited: 8 times

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Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches.

Elisabeth E Schussler, Quentin Read, Gili Marbach-Ad, Kristen Miller, Miriam Ferzli,

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2015, 14(3):]

Cited: 10 times

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Evolving impressions: undergraduate perceptions of graduate teaching assistants and faculty members over a semester.

K Denise Kendall, Elisabeth E Schussler,

Undergraduate experiences in lower-division science courses are important factors in student retention in science majors. These courses often include a lecture taught by faculty, supplemented by smaller sections, such as discussions and laboratories, taught by graduate teaching assistants (GTAs). Given that portions of these courses are taught by different instructor ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2013, 12(1):92-105]

Cited: 3 times

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Departments can develop teaching identities of graduate students.

K Denise Kendall, Matthew L Niemiller, Dylan Dittrich-Reed, Lacy D Chick, Lauren Wilmoth, Austin Milt, Melissa Burt, Nick Lopes, Lisa Cantwell, Laura Rubio, Amanda Allison, Elisabeth E Schussler,

CBE Life Sci Educ (CBE life sciences education)
[2013, 12(3):316-317]

Cited: 4 times

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Student use of out-of-class study groups in an introductory undergraduate biology course.

Stephen M Rybczynski, Elisabeth E Schussler,

Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2011, 10(1):74-82]

Cited: 4 times

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Does instructor type matter? Undergraduate student perception of graduate teaching assistants and professors.

K Denise Kendall, Elisabeth E Schussler,

Graduate teaching assistants (GTAs) are used extensively as instructors in higher education, yet their status and authority as teachers may be unclear to undergraduates, to administrators, and even to the GTAs themselves. This study explored undergraduate perception of classroom instruction by GTAs and professors to identify factors unique to each ... Read more >>

CBE Life Sci Educ (CBE life sciences education)
[2012, 11(2):187-199]

Cited: 5 times

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