Christopher Seals

Christopher Seals
University of Louisville | UL · College of medicine

Doctor of Philosophy

About

21
Publications
4,928
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48
Citations
Introduction
My research interests broadly include motivational aspects in learning, and expanding the pedagogical scope of instructors who explore innovative and modern teaching practices in efforts to reach varied learners. I especially have focused my research in two settings: (a) my past research has focused on STEM teachers who especially work with diverse or underrepresented students and (b) my future research will focus on instructors in veterinary medical education. In both contexts I am interested in learning interventions that impact both student and teacher outcomes.
Additional affiliations
August 2018 - present
University of Illinois, Urbana-Champaign
Position
  • Professor (Assistant)

Publications

Publications (21)
Article
Full-text available
The postdoctoral pathway to the professoriate is an important source of future faculty talent. This paper focuses on underrepresented minority (URM) postdocs and the challenges they face as they prepare for tenure track positions in the academy. To date, much of the research on URM success in science, technology, engineering, and mathematics (STEM)...
Article
Full-text available
Introduction: Hidden curriculum (HC) is embedded into interactions and learning opportunities involved with a formal curriculum. The curriculum of US-based Doctor of Veterinary Medicine (DVM) Programs is still understudied. We explored how fourth-year students perceive the HC during their final clinical year in a US-based DVM program. Methods: We u...
Article
Full-text available
Background In the USA, 28.5% of the population is considered underrepresented minority (URM) population; however, fewer than 8 % of US’ research faculty in science, technology, engineering, and mathematics (STEM) disciplines are minorities (National Research Council, Expanding underrepresented minority participation: America’s science and technolog...
Chapter
Full-text available
We examine the urban context of learning for the fellows in a partnership between Michigan State University (MSU) and Wipro Limited, a leading global information technology, consulting and business services company, which resulted in the Wipro Urban STEM Fellowship Program at Michigan State University (MSUrbanSTEM) program. This grant-funded fellow...
Chapter
Full-text available
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offered a professional development program to three cohorts of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of the...
Article
Full-text available
In this article, we argue that science education is more than the high stakes, rigorous practices and methodology that students often find dull and uninspiring. We present that aesthetic and humanistic motivations, such as wonder, curiosity, and social justice, are also inherent reasons for doing science. In the MSUrbanSTEM program, we designed an...
Article
Full-text available
This paper explores challenges of teaching in relation to teachers’ efficacy for 49 teachers who were part of a year-long teacher development program (PD) called the UrbanSTEM program. This program took place in an urban school district that serves over 300,000 students. This research asked if there are common challenges that urban teachers face wh...
Poster
Social psychological interventions (SPIs) are exercises that are completed in one sitting and use psychological principles to change students’ ability beliefs, construal of challenges, and sense of belonging to their community (Walton & Cohen, 2011). Additionally, SPIs have been shown to reduce the achievement gap (Cohen et al. 2006) and reduce str...
Conference Paper
In order to increase URM faculty representation in STEM disciplines, a first step might be to better understand the goals and needs that URM postdoctoral fellows are faced with as they prepare to matriculate into their careers, especially into the professoriate. The objective of this study was to better understand the aspirations of URM postdocs, t...
Article
Full-text available
In this article, we provide a brief overview of the contents of this special issue of the Journal of Computers in Mathematics and Science Teaching. The issue focuses on an innovative teacher professional development program for STEM educators working in urban contexts. More specifically, 124 STEM educators from Chicago Public Schools, seeking to de...
Article
Full-text available
U.S. teachers have less time to plan, collaborate, and research related work in comparison to teachers in competing coun- tries (NECTL) and time is needed for teachers to learn new skills, understand new concepts, and to integrate new ideas into their practice (Corcoran, 1995). The MSUrbanSTEM Teaching and Leadership Fellowship program is a profes-...
Chapter
Full-text available
This chapter discusses the philosophies and practices that drive the MSUrbanSTEM Leadership & Teaching Fellowship Program. This multi-year project offers a professional development program to a selected cohort of K-12 STEM educators from Chicago Public Schools, one of the largest urban districts in the U.S. This chapter provides a holistic view of...
Conference Paper
Full-text available
In this paper we reviewed what 49 large urban public school district STEM teachers enrolled in a year-long graduate certificate and fellowship program at a large Midwestern university considered as their amazing teaching moments. They were asked to share their amazing teaching moments that would make an Ultimate Lesson Plan in STEM. In smaller grou...
Article
Full-text available
In this paper we reviewed what 49 large urban public school district SteM teachers enrolled in a year-long graduate cer-tificate and fellowship program at a large Midwestern uni-versity considered as their amazing teaching moments. they were asked to share their amazing teaching moments that would make an ultimate lesson Plan in SteM. in smaller gr...
Article
Full-text available
Expectancy value theory (EVT) of motivation is used to better understand student cognitive processes and achievement. The theory has expanded to be more inclusive of various motivational experiences since its origin in 1964 by John Atkinson. However, the work can be further expanded to examine how EVT can better conceptualize achievement behavior f...
Conference Paper
This symposium discusses a unique example of private-public-public partnership (the MSU-Wipro STEM & Leadership program) to enhance the STEM (Science, Technology, Engineering & Mathematics) teaching and leadership capacities of teachers in a large urban school district. Funded by private money (Wipro Inc. an international IT giant with some additio...
Poster
Robinson, K., Lee, Y.-K., Rosenberg, J.M., Klautke, H., Seals, C. Ranellucci, J., Wormington, S., Saltarelli, W., Linnenbrink-Garcia, L., & Roseth, C.

Network

Cited By

Projects

Projects (2)
Project
With a focus on multi-institutional and systemic change, Big Ten colleagues across the consortium are working together to create tools for transforming the hiring culture, individuals, and the academy by creating mentoring networks and programs that train search committees to recognize unconscious bias. A key part of creating this systemic change is the Professorial Advancement initiative, funded by a $1.2 million National Science Foundation grant under the Alliance for Graduate Education and Professoriate Transformation (AGEP) program. The Professorial Advancement initiative employs a multi-layered strategy, with the goal of doubling the hiring rate of URM faculty in STEM disciplines among Big Ten campuses.
Project
The MSU-WIPRO STEM & Leadership Teaching Fellowship program is the culmination of the partnership between global IT giant Wipro, Chicago Public Schools, and Michigan State University's College of Education. Fellows participate in an innovative year-long integrated learning experience to build STEM teachers' capacity and empower them to lead and inspire transformative, innovative practices in urban K-12 schools.