Eric M Riggs
Biographic Data
| ID | 769598 |
|---|---|
| NAME | Eric M Riggs |
| GIVEN NAMES | Eric M |
| FAMILY NAME | Riggs |
| SIGNATURE | RIGGS E M |
| AFFILIATIONS | Texas A&M University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Transformative experience represents a deep-engagement construct and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experiences are associated with deep learning (e.g., transfer) and engagement (e.g., academic and career choice) outcomes. However, research on individual factors predictive of transformative experience is limited. The current study inves…
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors
We used the social‐cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social‐cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models wit…
Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities
The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active co…
"Toward An Understanding of the Roles of Scientific, Traditional, and Spiritual Knowledge in Our "Demon-Haunted World
Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Eric M. Riggs; Toward An Understanding of the Roles of Scientific, Traditional, and Spiritual Knowledge in Our "Demon-Haunted World". American Indian Culture and Research Journal 1 January 1998; 22 (1): 213–226. doi: https://doi.org/10.17…
Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities
The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active co…
"Toward An Understanding of the Roles of Scientific, Traditional, and Spiritual Knowledge in Our "Demon-Haunted World
Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Eric M. Riggs; Toward An Understanding of the Roles of Scientific, Traditional, and Spiritual Knowledge in Our "Demon-Haunted World". American Indian Culture and Research Journal 1 January 1998; 22 (1): 213–226. doi: https://doi.org/10.17…
Field-based education and indigenous knowledge: Essential components of geoscience education for native American communities
The purpose of this study is to propose a framework drawing on theoretical and empirical science education research that explains the common prominent field-based components of the handful of persistent and successful Earth science education programs designed for indigenous communities in North America. These programs are primarily designed for adult learners, either in a postsecondary or in a technical education setting and all include active co…
Predicting academic and career choice: The role of transformative experience, connection to instructor, and gender accounting for interest/identity and contextual factors
We used the social‐cognitive choice model (Lent et al., 2018) as a framework for investigating academic and career choice in the domain of geoscience for male and female students. In addition, we explored the role of perceived connection to instructors and transformative experience as additional factors in the social‐cognitive choice model. A total of 525 individuals from six geoscience departments participated. We conducted three path models wit…
Perceived Connection to Instructor and Instructor Passion as Predictors of Transformative Experiences in Science
Transformative experience represents a deep-engagement construct and refers to experiences in which students use science content to see and experience the world in meaningful new ways outside the classroom. Such experiences are associated with deep learning (e.g., transfer) and engagement (e.g., academic and career choice) outcomes. However, research on individual factors predictive of transformative experience is limited. The current study inves…
Career Development and Diversity (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Social Psychology (2 works) · Transformative learning (2 works) · Archaeology and Natural History (1 works) · Art (1 works) · Citation (1 works) · Demon (1 works)