Melissa Dancy

Biographic Data

ID5181987
NAMEMelissa Dancy
GIVEN NAMESMelissa
FAMILY NAMEDancy
SIGNATUREDANCY M
AFFILIATIONSUniversity of Colorado Boulder
ORCID0000-0002-2778-5915
VERIFIEDYes
TOTAL WORKS5
TOTAL CITATIONS7
AUTHOR COUNT5
EDITOR COUNT0
FIRST PUBLICATION YEAR2014
LATEST PUBLICATION YEAR2023
H-INDEX2

  • Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses

    Open AccessBrian A Couch, Luanna B Prevost et al.ARTICLEFrontiers in Education2023

    Instructors’ interactions can foster knowledge sharing around teaching and the use of research-based instructional strategies (RBIS). Coordinated teaching presents an impetus for instructors’ interactions and creates opportunities for instructional improvement but also potentially limits an instructor’s autonomy. In this study, we sought to characterize the extent of coordination present in introductory undergraduate courses and to understand how…

  • Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics

    Open AccessBrandon J Yik, Jeffrey R Raker et al.ARTICLEFrontiers in Education2022

    Active learning pedagogies are shown to enhance the outcomes of students, particularly in disciplines known for high attrition rates. Despite the demonstrated benefits of active learning, didactic lecture continues to predominate in science, technology, engineering, and mathematics (STEM) courses. Change agents and professional development programs have historically placed emphasis on develop–disseminate efforts for the adoption of research-based…

  • Do Relative Advantages in STEM Grades Explain the Gender Gap in Selection of a STEM Major in College? A Multimethod Answer

    Open AccessE Stearns, Martha Cecilia Bottia et al.ARTICLEAmerican Educational Research…2020Cited by: 3References: 65

    Using a multimethod approach, we investigate whether gender gaps in STEM (science, technology, engineering, and mathematics) major declaration in college are explained by differences in the grades that students earn in STEM versus non-STEM subjects. With quantitative data, we find that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration. To explore alte…

  • Race and gender differences in how sense of belonging influences decisions to major in STEM

    Open AccessKatherine Rainey, Melissa Dancy et al.ARTICLEInternational Journal of STEM…2018

    BACKGROUND: Women and students of color are widely underrepresented in most STEM fields. In order to investigate this underrepresentation, we interviewed 201 college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here we discuss one section of the longer interview that focused on students' sense of belonging, which has been found to be related to retention. In our analysis, we examine…

  • Moving Latino/a Students Into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools

    Open AccessStephanie Moller, Neena Banerjee et al.ARTICLEJournal of Hispanic Higher…2014Cited by: 4References: 7

    We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school are important for Latino/a students’ choice of major in college. Results from qualitative interviews c…