Michelle Maher
Biographic Data
| ID | 3941075 |
|---|---|
| NAME | Michelle Maher |
| GIVEN NAMES | Michelle |
| FAMILY NAME | Maher |
| SIGNATURE | MAHER M |
| AFFILIATIONS | University of Missouri–Kansas City |
| VERIFIED | No |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 3 |
Laying the Groundwork, Transforming the University: An Origin Story of a Latinx Mentoring Program at a Predominantly White Institution
In this case study, we use two complementary frameworks, Kotter's (1996, 2014) change model and Torres’ (2019, 2021) Transformational Resistant Leadership theory, to analyze institutional change processes and activist leaders’ actions that laid the groundwork for a Latinx mentoring program at a Predominantly white 1 Institution (PwI). Our investigation revealed the importance of critically analyzing societal forces, recognizing causes of systemic…
First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers
Although first-generation students represent a substantial proportion of doctoral students, few studies have examined their experiences and outcomes. We contribute to this nascent area of inquiry by comparing experiences and outcomes of first-generation and continuing-generation students during the first 3 years of doctoral education. Contrary to expectations, the results based on a national sample of PhD students in biology revealed remarkable s…
Cumulative Advantage in the Skill Development of STEM Graduate Students: A Mixed-Methods Study
Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany divergi…
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, aut…
Faculty Mentors’, Graduate Students’, and Performance-Based Assessments of Students’ Research Skill Development
Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students’ written research proposals. In most cases, students and their mentors identified divergent strengths and…
Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants' teaching orientations
Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess the relationship of participants' teaching experiences and available teaching support systems with ch…
Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship
Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture
Performance-based assessment of graduate student research skills: Timing, Trajectory, and Potential Thresholds
The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill development using STEM graduate students' written research proposals. Analyses of proposal performance data sug…
Relative validity of a food frequency questionnaire among tin miners in China: 1992/93 And 1995/96 Diet Validation Studies
Objective Diet validation research was conducted to compare the respondents' reporting of dietary intake in a food frequency questionnaire (FFQ) with intake reported in food recalls. Because the population received annual salary increments that could modify food intake, diet validation studies (DVSs) were conducted during two time intervals. Design A 99-item FFQ was administered by an interviewer twice in a 1-year interval, and responses to each …
Recentering Multiculturalism: Moving toward Community
In this article, the authors examine the perspectives of2J educators in a qualitative study about how they believe multiculturalism fits in their classrooms and pedagogies. The authors analyze four themes: "Multiculturalism means diversity," "It is difference and the melting pot, " "We don't need it here," and "We lack the resources and the means. " The authors based their analysis of the data for recentering multiculturalism on the notion that, …
First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers
Although first-generation students represent a substantial proportion of doctoral students, few studies have examined their experiences and outcomes. We contribute to this nascent area of inquiry by comparing experiences and outcomes of first-generation and continuing-generation students during the first 3 years of doctoral education. Contrary to expectations, the results based on a national sample of PhD students in biology revealed remarkable s…
Cumulative Advantage in the Skill Development of STEM Graduate Students: A Mixed-Methods Study
Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany divergi…
Faculty Mentors’, Graduate Students’, and Performance-Based Assessments of Students’ Research Skill Development
Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students’ written research proposals. In most cases, students and their mentors identified divergent strengths and…
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, aut…
Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship
Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture
Performance-based assessment of graduate student research skills: Timing, Trajectory, and Potential Thresholds
The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill development using STEM graduate students' written research proposals. Analyses of proposal performance data sug…
Laying the Groundwork, Transforming the University: An Origin Story of a Latinx Mentoring Program at a Predominantly White Institution
In this case study, we use two complementary frameworks, Kotter's (1996, 2014) change model and Torres’ (2019, 2021) Transformational Resistant Leadership theory, to analyze institutional change processes and activist leaders’ actions that laid the groundwork for a Latinx mentoring program at a Predominantly white 1 Institution (PwI). Our investigation revealed the importance of critically analyzing societal forces, recognizing causes of systemic…
Recentering Multiculturalism: Moving toward Community
In this article, the authors examine the perspectives of2J educators in a qualitative study about how they believe multiculturalism fits in their classrooms and pedagogies. The authors analyze four themes: "Multiculturalism means diversity," "It is difference and the melting pot, " "We don't need it here," and "We lack the resources and the means. " The authors based their analysis of the data for recentering multiculturalism on the notion that, …
Recentering Multiculturalism: Moving toward Community
In this article, the authors examine the perspectives of2J educators in a qualitative study about how they believe multiculturalism fits in their classrooms and pedagogies. The authors analyze four themes: "Multiculturalism means diversity," "It is difference and the melting pot, " "We don't need it here," and "We lack the resources and the means. " The authors based their analysis of the data for recentering multiculturalism on the notion that, …
Relative validity of a food frequency questionnaire among tin miners in China: 1992/93 And 1995/96 Diet Validation Studies
Objective Diet validation research was conducted to compare the respondents' reporting of dietary intake in a food frequency questionnaire (FFQ) with intake reported in food recalls. Because the population received annual salary increments that could modify food intake, diet validation studies (DVSs) were conducted during two time intervals. Design A 99-item FFQ was administered by an interviewer twice in a 1-year interval, and responses to each …
Factors Affecting the Occurrence of Faculty-Doctoral Student Coauthorship
Using faculty narratives, this study identifies factors affecting the occurrence of facultydoctoral student coauthorship. Norms of the discipline, resources, faculty goals for students, faculty goals for themselves, and institutional expectations emerged as dominant factors. Each factor is explored separately and as part of an interlocking holistic picture
Performance-based assessment of graduate student research skills: Timing, Trajectory, and Potential Thresholds
The development of research skills and scientific reasoning underpins the mission of graduate education in science, technology, engineering and mathematics (STEM) fields, yet our understanding of this process is mainly drawn from self-report and faculty survey data. In this study, we empirically investigate the pattern of research skill development using STEM graduate students' written research proposals. Analyses of proposal performance data sug…
Exploration of factors related to the development of science, technology, engineering, and mathematics graduate teaching assistants' teaching orientations
Research indicates that modifying teachers' beliefs about learning and teaching (i.e. teaching orientation) may be a prerequisite to changing their teaching practices. This mixed methods study quantitized data from interviews with 65 graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) fields to assess the relationship of participants' teaching experiences and available teaching support systems with ch…
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and research skill performance in graduate school. Research experience characteristics including duration, aut…
Faculty Mentors’, Graduate Students’, and Performance-Based Assessments of Students’ Research Skill Development
Faculty mentorship is thought to be a linchpin of graduate education in STEM disciplines. This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. We also compare both assessments against independent ratings of the students’ written research proposals. In most cases, students and their mentors identified divergent strengths and…
Cumulative Advantage in the Skill Development of STEM Graduate Students: A Mixed-Methods Study
Studies of skill development often describe a process of cumulative advantage, in which small differences in initial skill compound over time, leading to increasing skill gaps between those with an initial advantage and those without. We offer evidence of a similar phenomenon accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany divergi…
First-Generation Students in Pursuit of the PhD: Comparing Socialization Experiences and Outcomes to Continuing-Generation Peers
Although first-generation students represent a substantial proportion of doctoral students, few studies have examined their experiences and outcomes. We contribute to this nascent area of inquiry by comparing experiences and outcomes of first-generation and continuing-generation students during the first 3 years of doctoral education. Contrary to expectations, the results based on a national sample of PhD students in biology revealed remarkable s…
Laying the Groundwork, Transforming the University: An Origin Story of a Latinx Mentoring Program at a Predominantly White Institution
In this case study, we use two complementary frameworks, Kotter's (1996, 2014) change model and Torres’ (2019, 2021) Transformational Resistant Leadership theory, to analyze institutional change processes and activist leaders’ actions that laid the groundwork for a Latinx mentoring program at a Predominantly white 1 Institution (PwI). Our investigation revealed the importance of critically analyzing societal forces, recognizing causes of systemic…
Pedagogy (7 works) · Psychology (7 works) · Doctoral Education Challenges and Solutions (5 works) · Evaluation of Teaching Practices (5 works) · Mathematics education (5 works) · Medicine (5 works) · Career Development and Diversity (4 works) · Medical education (4 works) · Political science (4 works) · Sociology (4 works)