Mark J Graham
Biographic Data
| ID | 7245453 |
|---|---|
| NAME | Mark J Graham |
| GIVEN NAMES | Mark J |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM M J |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0002-4682-6911 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| 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 …
Course-based undergraduate research experiences (Cures) and student interest development
Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students’ intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses w…
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we …
The professional identity of STEM faculty as instructors of course-based research experiences
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who imple…
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…
Models of classroom assessment for course-based research experiences
Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach…
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 …
Increasing Persistence of College Students in STEM
An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors.
No prominent works on this page.
Increasing Persistence of College Students in STEM
An evidence-based framework offers a guide for efforts to increase student persistence in STEM majors.
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 …
Models of classroom assessment for course-based research experiences
Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach…
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Over the last two decades, there have been numerous initiatives to improve undergraduate student outcomes in STEM. One model for scalable reform is the inclusive Research Education Community (iREC). In an iREC, STEM faculty from colleges and universities across the nation are supported to adopt and sustainably implement course-based research – a form of science pedagogy that enhances student learning and persistence in science. In this study, we …
The professional identity of STEM faculty as instructors of course-based research experiences
The professional identity of scientists has historically been cultivated to value research over teaching, which can undermine initiatives that aim to reform science education. Course-Based Research Experiences (CRE) and the inclusive Research and Education Communities (iREC) are two successful and impactful reform efforts that integrate research and teaching. The aim of this study is to explicate the professional identity of instructors who imple…
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 …
Course-based undergraduate research experiences (Cures) and student interest development
Course-based research experiences (CUREs) are shown to be more engaging for college students, lead to better academic performance, and increase students’ intent to persist in science. This especially holds true when compared to lecture-based science courses with standard lab assignments. Less attention has been given, however, to the nuanced week-by-week experiences of students participating in CURE courses over a semester. This study addresses w…
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 …
Psychology (8 works) · Mathematics education (7 works) · Career Development and Diversity (6 works) · Computer Science (4 works) · Engineering (4 works) · Evaluation of Teaching Practices (4 works) · Higher education (4 works) · Medical education (4 works) · Medicine (4 works) · Pedagogy (4 works)