Emily A Holt
Biographic Data
| ID | 6413581 |
|---|---|
| NAME | Emily A Holt |
| GIVEN NAMES | Emily A |
| FAMILY NAME | Holt |
| SIGNATURE | HOLT E A |
| AFFILIATIONS | University of Northern Colorado |
| ORCID | 0000-0002-1777-7882 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
I’m not half and half
Introduction and methods Through years of conversations, three discipline-based education researchers used a duoethnographic process to interrogate their own discipline-based education research (DBER) identities. We present a description of how these individuals navigate being a “both,” gathered through reflections, discussions, and deeper research to explore perspectives of our professional identities and what we perceive those identities look l…
Bodies and Bites
Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the “Bodies and Bites” program at the West End Center for Youth, an after-school educational center that serves K-12 children in Ro…
Student reasonings and cognitive biases in climate change predictions
Undergraduate biology educators strive to understand how to best teach students the concepts of climate change. The root of this understanding is the establishment of what students know about climate change. This research aims to describe undergraduate biology students’ conceptions of climate change and their argument practices and associated cognitive biases in how they think about the topic. We used qualitative conception interviews to obtain d…
A review of Mark Windschitl's Teaching Climate Change
The interdisciplinary nature of climate change often makes teaching the topic overwhelming for instructors, particularly if their own training and background did not focus on climate science. The difficulties educators may face upon planning and implementation of climate change content does not detract from the importance of its inclusion in our science curricula. In fact, educational standards for K-12 settings (i.e., NGSS Lead States, 2013) and…
Development of the inventory of biotic climate literacy (IBCL)
Student understanding of climate change is an active and growing area of research, but little research has documented undergraduate students' knowledge about the biotic impacts of climate change. Here, we address this literature gap by presenting the Inventory of Biotic Climate Literacy (IBCL), a concept inventory developed to assess undergraduate biology student knowledge of how climate change impacts living things. We developed the IBCL through…
Constructing biology education research identities
An emerging theme that has gained traction across science, technology, engineering, and mathematics (STEM) classrooms in recent decades is acknowledging who is responsible for the discoveries and content that we teach. Centering the human aspect of who the researchers are and how their identities intersect with perspectives in research impacts the lens through which the work is done but also shapes the community of practice in our classrooms and …
Creating an equitable and inclusive STEM classroom
How can Science, Technology, Engineering, and Mathematics (STEM) faculty integrate a humanistic approach to create environments where students do not feel marginalized? Changes are necessary to address the historically exclusive climate and systemic oppressive classroom policies and classroom practices dominated by White, patriarchal, Eurocentric perspectives pervasive in many STEM higher education classrooms. By incorporating approaches and prac…
Undergraduates’ Motivation Following a Zoo Experience
Background: Free-choice learning, which often takes place in settings such as zoos, is where the learner has autonomy to choose what, where, how, and with whom to learn. Currently, little is known about the potential of free-choice learning experiences at informal settings to engage undergraduates in biology. Purpose: We sought to explore how participation in structured versus free-choice learning experiences and a student’s status in their progr…
Staring at Signs
Free‐choice learning in zoos is often linked to attention, though little is known about what objects undergraduates pay attention to during such experiences. Eye‐tracking equipment can provide measures of behavioral data that visitor observations are not able to capture. Thus, we asked: (1) What aspects of a zoo exhibit do biology undergraduates pay attention to? and (2) Does eye‐tracking behavior differ between introductory and advanced biology …
Development of the biotic impacts of climate change core concepts (BIC 4 ) framework
The ability of living organisms to respond and adapt to a changing climate is an urgent concern. However, current educational efforts aimed at increasing US undergraduate student climate literacy primarily focus on the causes of, and abiotic responses to, climate change, mostly neglecting the biotic impacts. Here, we present a new framework, the Biotic Impacts of Climate Change Core Concepts (BIC4), which provides context for addressing student u…
Seeing climate change
To develop targeted climate change curricula, it is imperative to understand how students perceive and observe the localized effects of climate change. Our work used a quantitatively driven, parallel mixed methods research design to study potential factors that contribute to undergraduate biology students seeing the local effects of climate change. Our research questions asked students to provide examples of climate change occurring in their stat…
Development of the inventory of biotic climate literacy (IBCL)
Student understanding of climate change is an active and growing area of research, but little research has documented undergraduate students' knowledge about the biotic impacts of climate change. Here, we address this literature gap by presenting the Inventory of Biotic Climate Literacy (IBCL), a concept inventory developed to assess undergraduate biology student knowledge of how climate change impacts living things. We developed the IBCL through…
Undergraduates’ Motivation Following a Zoo Experience
Background: Free-choice learning, which often takes place in settings such as zoos, is where the learner has autonomy to choose what, where, how, and with whom to learn. Currently, little is known about the potential of free-choice learning experiences at informal settings to engage undergraduates in biology. Purpose: We sought to explore how participation in structured versus free-choice learning experiences and a student’s status in their progr…
Staring at Signs
Free‐choice learning in zoos is often linked to attention, though little is known about what objects undergraduates pay attention to during such experiences. Eye‐tracking equipment can provide measures of behavioral data that visitor observations are not able to capture. Thus, we asked: (1) What aspects of a zoo exhibit do biology undergraduates pay attention to? and (2) Does eye‐tracking behavior differ between introductory and advanced biology …
Development of the biotic impacts of climate change core concepts (BIC 4 ) framework
The ability of living organisms to respond and adapt to a changing climate is an urgent concern. However, current educational efforts aimed at increasing US undergraduate student climate literacy primarily focus on the causes of, and abiotic responses to, climate change, mostly neglecting the biotic impacts. Here, we present a new framework, the Biotic Impacts of Climate Change Core Concepts (BIC4), which provides context for addressing student u…
Seeing climate change
To develop targeted climate change curricula, it is imperative to understand how students perceive and observe the localized effects of climate change. Our work used a quantitatively driven, parallel mixed methods research design to study potential factors that contribute to undergraduate biology students seeing the local effects of climate change. Our research questions asked students to provide examples of climate change occurring in their stat…
Constructing biology education research identities
An emerging theme that has gained traction across science, technology, engineering, and mathematics (STEM) classrooms in recent decades is acknowledging who is responsible for the discoveries and content that we teach. Centering the human aspect of who the researchers are and how their identities intersect with perspectives in research impacts the lens through which the work is done but also shapes the community of practice in our classrooms and …
Creating an equitable and inclusive STEM classroom
How can Science, Technology, Engineering, and Mathematics (STEM) faculty integrate a humanistic approach to create environments where students do not feel marginalized? Changes are necessary to address the historically exclusive climate and systemic oppressive classroom policies and classroom practices dominated by White, patriarchal, Eurocentric perspectives pervasive in many STEM higher education classrooms. By incorporating approaches and prac…
I’m not half and half
Introduction and methods Through years of conversations, three discipline-based education researchers used a duoethnographic process to interrogate their own discipline-based education research (DBER) identities. We present a description of how these individuals navigate being a “both,” gathered through reflections, discussions, and deeper research to explore perspectives of our professional identities and what we perceive those identities look l…
Bodies and Bites
Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the “Bodies and Bites” program at the West End Center for Youth, an after-school educational center that serves K-12 children in Ro…
Student reasonings and cognitive biases in climate change predictions
Undergraduate biology educators strive to understand how to best teach students the concepts of climate change. The root of this understanding is the establishment of what students know about climate change. This research aims to describe undergraduate biology students’ conceptions of climate change and their argument practices and associated cognitive biases in how they think about the topic. We used qualitative conception interviews to obtain d…
A review of Mark Windschitl's Teaching Climate Change
The interdisciplinary nature of climate change often makes teaching the topic overwhelming for instructors, particularly if their own training and background did not focus on climate science. The difficulties educators may face upon planning and implementation of climate change content does not detract from the importance of its inclusion in our science curricula. In fact, educational standards for K-12 settings (i.e., NGSS Lead States, 2013) and…
Development of the inventory of biotic climate literacy (IBCL)
Student understanding of climate change is an active and growing area of research, but little research has documented undergraduate students' knowledge about the biotic impacts of climate change. Here, we address this literature gap by presenting the Inventory of Biotic Climate Literacy (IBCL), a concept inventory developed to assess undergraduate biology student knowledge of how climate change impacts living things. We developed the IBCL through…
Psychology (9 works) · Mathematics education (7 works) · Environmental Education and Sustainability (6 works) · Pedagogy (6 works) · Climate change (5 works) · Climate Change Communication and Perception (5 works) · Computer Science (5 works) · Sociology (5 works) · Ecology (4 works) · Engineering (4 works)