Sarah Gerken
Biographic Data
| ID | 5453932 |
|---|---|
| NAME | Sarah Gerken |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Gerken |
| SIGNATURE | GERKEN S |
| AFFILIATIONS | University of Alaska Anchorage |
| ORCID | 0000-0001-7895-8137 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
General Education Biology Lab Syllabi in the US
While syllabi and their learning outcome statements may not reflect all classroom practices, the document is often the first information students receive upon starting a course, and it formally communicates what students are meant to take away from the learning experience. This paper presents a quantitative content document analysis of the explicit outcomes presented in general education (non-majors) biology lab syllabi. Using a stratified random…
Spillover Effects
We explore the restructuring of a 2-semester introductory biology course into a 1-semester intensive by comparing 1,457 and 908 students who took the first and second courses in the sequence, respectively, to 1,231 who took the intensive. We report outcomes before and after the restructure, including outcomes in the focal course, in concurrently enrolled courses, in subsequent biology courses, and in university retention. Overall, students in int…
Mediating Students’ Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a thre…
No prominent works on this page.
Mediating Students’ Fixation with Grades in an Inquiry-Based Undergraduate Biology Course
The paper analyzes focus group data to explore student perceptions of an inquiry-based undergraduate biology course. Though the course was designed to mimic the scientific process by incorporating uncertainty, peer review, and self-reflection, students came to class focused on getting As and with a developed schema for didactic instruction and passive learning. They perceived the autonomy and self-directedness of the learning experience as a thre…
Spillover Effects
We explore the restructuring of a 2-semester introductory biology course into a 1-semester intensive by comparing 1,457 and 908 students who took the first and second courses in the sequence, respectively, to 1,231 who took the intensive. We report outcomes before and after the restructure, including outcomes in the focal course, in concurrently enrolled courses, in subsequent biology courses, and in university retention. Overall, students in int…
General Education Biology Lab Syllabi in the US
While syllabi and their learning outcome statements may not reflect all classroom practices, the document is often the first information students receive upon starting a course, and it formally communicates what students are meant to take away from the learning experience. This paper presents a quantitative content document analysis of the explicit outcomes presented in general education (non-majors) biology lab syllabi. Using a stratified random…
Evaluation of Teaching Practices (2 works) · Innovative Teaching Methods (2 works) · Mathematics education (2 works) · Psychology (2 works) · Autonomy (1 work) · Biology (1 work) · Career Development and Diversity (1 work) · Computer Science (1 work) · Content analysis (1 work) · Course (navigation (1 work)