Science Education Research
Education research informs evidence-based teaching and learning. The Grove Center’s programs draw on findings from the scholarship of teaching and learning (SoTL) and discipline-based education research (DBER).
The Grove Center collaborates with Eberly College of Science science education researchers who conduct SoTL and DBER studies. The center also supports educational research learning communities and helps participants share their findings through Grove Center programs. Read more on what SOTL is and how the Grove Center can assist.
Research Publications
2024
- Wang, Ying, Rayne A. Sperling, and Jennelle L. Malcos. "Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback." Metacognition and Learning (2024): 1-40.
2023
- Wheeler, Lindsay B., Katerina V. Thompson, Gili Marbach-Ad, Patrick Sheehan, Jacqueline L. Bortiatynski, and Cindy Ghent. "Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions." CBE—Life Sciences Education 22, no. 2 (2023): ar20.
2022
- Hatfield, Neil, Nathanial Brown, and Chad M. Topaz. "Do introductory courses disproportionately drive minoritized students out of STEM pathways?." PNAS nexus 1, no. 4 (2022): pgac167.
2021
- Shandera, Sarah, Jes L. Matsick, David R. Hunter, and Louis Leblond. "RASE: Modeling cumulative disadvantage due to marginalized group status in academia." Plos one 16, no. 12 (2021): e0260567.
- Leblond, Louis, and Melissa Hicks. "Designing laboratories for online instruction using the iOLab device." The Physics Teacher 59, no. 5 (2021): 351-355.
2020
- Beckman, Matthew. "Assessment and evaluation tools for the undergraduate statistics major." (2020).
- Campbell, Jacqueline M. "Learning from Worked Examples in Chemistry: A Self-Explanation Training." PhD diss., The Pennsylvania State University, 2020.
- Brown, Nathanial, Sarah Zipf, Sherry Pagoto, Molly E. Waring, Neil Hatfield, Lindsay Palmer, Katherine A. Lewis, and Deja Workman. "Emergency remote instruction in 2020: Differential impacts on science, technology, engineering, and mathematics students’ confidence and belonging, by gender, race/ethnicity, and socioeconomic status." In Frontiers in Education, vol. 7, p. 915789. Frontiers Media SA, 2022.
