Gabriela C. Weaver’s research while affiliated with University of Massachusetts Amherst and other places

... At a national scale, the Association of American Universities and Cottrell Scholar Collaborative have gathered institutional leaders and change agents to propose ways that teaching could be better recognized and rewarded in research-intensive universities (e.g., Bradforth et al., 2015;Dennin et al., 2017). At the institutional level, the TEval project has developed new approaches to teaching evaluation and supported their implementation at four institutions (e.g., Finkelstein et al., 2020;Weaver et al., 2020). Key outcomes of TEval include a common framework and rubric that define dimensions of effective teaching and articulate criteria for each dimension in a rubric, as well as tools for collecting evidence of teaching effectiveness from multiple perspectives. ...

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Are Department Heads Ready for Change? Leveraging a Leadership Action Team to Advance Teaching Evaluation Practices

... CTLs can also be complemented with STEM education centers (SEC) which work towards improving the quality of teaching and learning in STEM education, broadening participation and opportunities in STEM for all students, and the expansion of institutional infrastructure and policies to support STEM learning experiences (Carlisle & Weaver, 2020). Collaborations between CTLs and SECs and other departments within the institution can lead to institutional level initiatives that support faculty in identifying trends of classroom struggles across departments and disciplines and meeting them with proposed solutions (Levesque-Bristol et al., 2019). ...

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Institutionalizing evidence-based STEM reform through faculty professional development and support structures

... Recognizing the importance of students' learning motivations in learning, several studies in chemistry have demonstrated the evaluation and improvement of students' learning motivations. The results of previous research conducted by Carlisle and Weaver (2018) show that through the application of the STEM approach in the learning process, students can complete projects given at their own will, thus having an impact on increasing student learning independence. It can also increase their learning motivation. ...

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Comparing STEM and contextual approaches' impact on students' motivation and learning in acid-base materials

... Calls for reform, and funding to support reform, have not yet led to substantive implementation of evidence-based student-centered teaching techniques in STEM classrooms (Dancy & Henderson, 2008;National Research Council, 2012;Stains et al., 2018;Weaver, 2016). However, there are faculty that teach using these practices. ...

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Measuring the implementation of student-centered teaching strategies in lower- and upper-division STEM courses

... The barriers indicated by faculty respondents are similar to those observed in other studies. Course alterations to include curiosity components take a significant amount of course preparation time and require the instructor to be familiar with how to implement them in the classroom [26][27][28][29][30] . For those instructors that are "at will" or contingent faculty, the additional time needed to alter the course may not be available due to high teaching loads. ...

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Faculty Perceptions of Curiosity in the Education of Nursing and Health Science Students

... The current research thus argues that the time-consuming service work and managing bodywork during menstruation together can be added labour for women. This may take women away from actual rewarding research work, which may hinder their career advancement opportunities (Macfarlane & Burg, 2019;Misra et al., 2017). ...

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Workload negotiations for early and mid-career researchers in an Athena Swan gold-awarded department

... Multiple research studies that evaluate pedagogical reform in chemistry education have called for longitudinal studies to examine knowledge retention over time (Bodé et al., 2016;Çalık and Cobern, 2017;Chase et al., 2017) however such studies are infrequent. Longitudinal studies can adopt a variety of research designs to explore knowledge retention. ...

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A lack of impact of pedagogy (peer-led team learning compared with didactic instruction) on long-term student knowledge of chemical equilibrium

... The UR programs have proven effective in fostering student engagement in STEM-related courses (Escobedo et al., 2023;Graham et al., 2013;Maton et al., 2000) and encouraging scientific careers (Bangera and Brownell, 2014;Camacho et al., 2021;Chemers et al., 2011;Costa et al., 2024;Hernandez et al., 2018;Kardash, 2000;Lopatto, 2007;Schultz et al., 2011). Research indicates that URE courses are a mechanism to increase educational inclusivity by removing barriers that accompany out-of-class (Bangera and Brownell, 2014;Elgin et al., 2016;Estrada et al., 2016;Shapiro et al., 2015;Wei and Woodin, 2011), as well as is associated with a positive perception of academic performance (Costa et al., 2024). These courses have shown an increase in students' STEM identity and sense of belonging (Bliss et al., 2023;Esparza et al., 2020;Frantz et al., 2017), as well as other positive outcomes, including learning gains (Bliss et al., 2023;DeChenne-Peters et al., 2023), attitudinal results (DeChenne-Peters et al., 2023), high levels of ownership, discovery, iteration, and confidence in career intentions (Corwin et al., 2018;Linn et al., 2015), through participation in URE course-based intervention. ...

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Scientific output of undergraduate research supervisors: the role of sex-related, academic career, and subject areas in a Brazilian public institution

... Vannest and Hagan-Burke (2010) studied how special education teachers distribute their time across such activities as academic instruction, non-academic instruction, assessment and support. Cook et al. (2015) observed five teachers in grades 3 to 6 in the pilot year of the Indiana Science Initiative program intended to reform science education. ...

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Class-time utilization in business schools in Tunisia

... For instance, Seery (2015) found that the flipped classroom approach not only improved students' understanding of chemistry concepts but also facilitated the development of their problem-solving skills (Seery, 2015). Likewise, Weaver and Sturtevant (2015) reported higher student engagement and satisfaction with their learning experience in a flipped general chemistry course compared to a traditional lecture-based course (Weaver & Sturtevant, 2015). Furthermore, a meta-analysis by Akçayır and Akçayır (2018) revealed that flipped classrooms generally led to better academic performance and higher satisfaction levels among students in various chemistry courses (Akçayır & Akçayır, 2018). ...

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Virtual labs in chemistry education: A novel approach for increasing student’s laboratory educational consciousness and skills