Ashley B Heim
Biographic Data
| ID | 9498883 |
|---|---|
| NAME | Ashley B Heim |
| GIVEN NAMES | Ashley B |
| FAMILY NAME | Heim |
| SIGNATURE | HEIM A B |
| AFFILIATIONS | Cornell University |
| ORCID | 0000-0001-8526-7342 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Effectiveness of a Course in Advancing Students’ Understanding of Barriers to Learning and Participation of Underutilized Groups in Science, Technology, Engineering and Math (STEM)
A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, open-response pre- and post-tests were designed that measured students’ understanding of barriers to learning and participation across four underutilized groups in STEM: (1…
Perceptions of invited seminar speakers and seminar organizers across university biology departments in virtual formats
Research seminars are a staple within biology and other science, technology, engineering, and mathematics (STEM) departments across academic institutions. During the COVID-19 pandemic, academic institutions across the U.S. had to rapidly transition courses, research programs, and other events from in-person to virtual environments—and departmental research seminars were no exception. We explored the perceptions of biology department seminar speak…
How Do Undergraduate Biology Instructors Engage With the Open Educational Resource Life Cycle
Open Educational Resources (OER) are widely used instructional materials that are freely available and promote equitable access. OER research at the undergraduate level largely focuses on measuring student experiences with using the low cost resources, and instructor awareness of resources and perceived barriers to use. Little is known about how instructors work with materials based on their unique teaching context. To explore how instructors eng…
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 …
No prominent works on this page.
How Do Undergraduate Biology Instructors Engage With the Open Educational Resource Life Cycle
Open Educational Resources (OER) are widely used instructional materials that are freely available and promote equitable access. OER research at the undergraduate level largely focuses on measuring student experiences with using the low cost resources, and instructor awareness of resources and perceived barriers to use. Little is known about how instructors work with materials based on their unique teaching context. To explore how instructors eng…
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 …
Perceptions of invited seminar speakers and seminar organizers across university biology departments in virtual formats
Research seminars are a staple within biology and other science, technology, engineering, and mathematics (STEM) departments across academic institutions. During the COVID-19 pandemic, academic institutions across the U.S. had to rapidly transition courses, research programs, and other events from in-person to virtual environments—and departmental research seminars were no exception. We explored the perceptions of biology department seminar speak…
Effectiveness of a Course in Advancing Students’ Understanding of Barriers to Learning and Participation of Underutilized Groups in Science, Technology, Engineering and Math (STEM)
A course was created at a large private R1 university in the northeast U.S. to explore Diversity, Equity, Inclusion, and Accessibility (DEIA) in STEM in response to and to fulfill a university-wide DEIA requirement for undergraduates. To assess the effectiveness of the course, open-response pre- and post-tests were designed that measured students’ understanding of barriers to learning and participation across four underutilized groups in STEM: (1…
Psychology (4 works) · Computer Science (3 works) · Medical education (3 works) · Medicine (3 works) · Animal and Plant Science Education (2 works) · Animal Behavior and Reproduction (1 works) · Artificial Intelligence (1 works) · Artificial Intelligence (1 works) · Autonomy (1 works) · Career Development and Diversity (1 works)