Julia C Gill
Biographic Data
| ID | 10096814 |
|---|---|
| NAME | Julia C Gill |
| GIVEN NAMES | Julia C |
| FAMILY NAME | Gill |
| SIGNATURE | GILL J C |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Student interest development in course-based undergraduate research experiences (Cures)
Introduction Student participation in course-based undergraduate research experiences (CUREs) leads to improved academic performance and increased intent to persist in STEM, especially when compared to traditional lecture courses with standard assignments. Despite the benefits of CUREs, less is known about a student's week-by-week experiences in CUREs and how specific CURE course features contribute to student development toward learning outcomes…
Investigating dimensions of instructor trust using the words of undergraduate STEM students
Introduction Recent work has shown that student trust in their instructor is a key moderator of STEM student buy-in to evidence-based teaching practices (EBTs), enhancing positive student outcomes such as performance, engagement, and persistence. Although trust in instructor has been previously operationalized in related settings, a systematic classification of how undergraduate STEM students perceive trustworthiness in their instructors remains …
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we …
More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes
Introduction Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established. Methods In this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a fo…
No prominent works on this page.
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we …
More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes
Introduction Evidence-based teaching (EBT) practices benefit students, yet our understanding of how frequently these strategies should be utilized in STEM courses is less established. Methods In this study, students (n = 894) of faculty who learned about how to implement EBTs from the Summer Institutes for Scientific Teaching were surveyed. The students rated the frequency of implementation of six types of EBTs after the course and completed a fo…
Student interest development in course-based undergraduate research experiences (Cures)
Introduction Student participation in course-based undergraduate research experiences (CUREs) leads to improved academic performance and increased intent to persist in STEM, especially when compared to traditional lecture courses with standard assignments. Despite the benefits of CUREs, less is known about a student's week-by-week experiences in CUREs and how specific CURE course features contribute to student development toward learning outcomes…
Investigating dimensions of instructor trust using the words of undergraduate STEM students
Introduction Recent work has shown that student trust in their instructor is a key moderator of STEM student buy-in to evidence-based teaching practices (EBTs), enhancing positive student outcomes such as performance, engagement, and persistence. Although trust in instructor has been previously operationalized in related settings, a systematic classification of how undergraduate STEM students perceive trustworthiness in their instructors remains …
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Career Development and Diversity (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Evaluation of Teaching Practices (2 works) · Higher Education Research Studies (2 works) · Medical education (2 works) · Medicine (2 works)