Melanie Bauer
Biographic Data
| ID | 10096817 |
|---|---|
| NAME | Melanie Bauer |
| GIVEN NAMES | Melanie |
| FAMILY NAME | Bauer |
| SIGNATURE | BAUER M |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0003-3382-3532 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
A measure of college student trust in their instructor
Introduction In this study we aimed to develop a psychometrically validated instrument to measure college students’ trust in their instructor. Recent studies have shown that student trust is positively associated with desired outcome variables like student buy-in, engagement, final grade, and intention to persist in science. Clearly defining and measuring college students’ trust in their instructor can inform teaching strategies, enhance student …
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 …
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…
College Student Meaning Making and Interest Maintenance During Covid-19
In response to the outbreak of COVID-19 the national landscape of higher education changed quickly and dramatically to move “online” in the Spring semester of 2020. While distressing to both faculty and students, it presents a unique opportunity to explore how students responded to this unexpected and challenging learning situation. In four undergraduate STEM courses that incorporated course-based undergraduate research experiences (CUREs)—which …
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College Student Meaning Making and Interest Maintenance During Covid-19
In response to the outbreak of COVID-19 the national landscape of higher education changed quickly and dramatically to move “online” in the Spring semester of 2020. While distressing to both faculty and students, it presents a unique opportunity to explore how students responded to this unexpected and challenging learning situation. In four undergraduate STEM courses that incorporated course-based undergraduate research experiences (CUREs)—which …
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 …
A measure of college student trust in their instructor
Introduction In this study we aimed to develop a psychometrically validated instrument to measure college students’ trust in their instructor. Recent studies have shown that student trust is positively associated with desired outcome variables like student buy-in, engagement, final grade, and intention to persist in science. Clearly defining and measuring college students’ trust in their instructor can inform teaching strategies, enhance student …
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Evaluation of Teaching Practices (3 works) · Medical education (3 works) · Medicine (3 works) · Career Development and Diversity (2 works) · Communication in Education and Healthcare (2 works) · Higher education (2 works) · Innovative Teaching Methods (2 works)