Luanna B. Prevost's research while affiliated with University of South Florida and other places

Publications (37)

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Background Change strategies may leverage interpersonal relationships and conversations to spread teaching innovations among science faculty. Knowledge sharing refers to the process by which individuals transfer information and thereby spread innovative ideas within an organization. We use knowledge sharing as a lens for identifying factors that en...
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Background Many institutional and departmentally focused change efforts have sought to improve teaching in STEM through the promotion of evidence-based instructional practices (EBIPs). Even with these efforts, EBIPs have not become the predominant mode of teaching in many STEM departments. To better understand institutional change efforts and the b...
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ABSTRACT Academic conferences are integral to the dissemination of novel research findings and discussion of pioneering ideas across all postsecondary disciplines. For some participants, these environments are spaces to develop new collaborations, research projects, and social bonds; however, for others, conferences can be a place of marginalizatio...
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Programs seeking to transform undergraduate science, technology, engineering, and mathematics courses often strive for participating faculty to share their knowledge of innovative teaching practices with other faculty in their home departments. Here, we provide interview, survey, and social network analyses revealing that faculty who use innovative...
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College science instructors need continuous professional development (PD) to meet the call to evidence-based practice. New PD efforts need to focus on the nuanced blend of factors that influence instructors' teaching practices. We used persona methodology to describe the diversity among instructors who were participating in a long-term PD initiativ...
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Background Calls for science education reform have been made for decades in the USA. The recent call to produce one million new science, technology, engineering, and math (STEM) graduates over 10 years highlights the need to employ evidence-based instructional practices (EBIPs) in undergraduate STEM classes to create engaging and effective learning...
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The relationship between structure and function is a core concept in physiology education. Written formative assessments can provide insight into student learning of the structure and function relationship, which can then inform pedagogy. However, question order may influence student explanations. We explored how the order of questions from differe...
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Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, it...
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Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic...
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We conducted a study of 19 biology instructors participating in small, local groups at six research-intensive universities connected to the Automated Analysis of Constructed Response (AACR) project (www.msu.edu/∼aacr). Our aim was to uncover participants’ motivation to persist in a long-term teaching professional development effort, a topic that is...
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Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mu...
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This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this a...
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This study uses the theoretical framework of domain-specific problem solving to explore the procedures students use to solve multiple-choice problems about biology concepts. We designed several multiple-choice problems and administered them on four exams. We trained students to produce written descriptions of how they solved the problem, and this a...
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Online discussions are widely viewed as a valuable tool for encouraging student engagement and promoting interaction with course material outside of the traditional classroom. Strategies for conducting online discussions vary and are not confined to traditional, university-sponsored learning management systems (LMS). Social media platforms such as...
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The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, SOLVEIT, that provides various scaffolds (e.g., prompts, expert models, visual guidance) to help college students enhance their skills and abiliti...
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One challenge in science education assessment is that students often focus on surface features of questions rather than the underlying scientific principles. We investigated how student written responses to constructed-response questions about photosynthesis vary based on two surface features of the question: the species of plant and the order of t...
Conference Paper
Background/Question/Methods Constructed response assessments, such as writing, allow students to express their knowledge in their own words. Students are able to present several ideas or concepts, including responses that contain both correct and incorrect or naïve ideas. Thus, constructed response assessments may allow better insight into studen...
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Improving STEM education requires valid and reliable instruments for providing insight into student thinking. Constructed response (CR) assessments reveal more about student thinking and the persistence of misconceptions than do multiple-choice questions, but require more analysis on the part of educators. In the Automated Analysis of Constructed R...
Conference Paper
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We have been exploring a variety of computerized techniques for analyzing student writing in introductory biology. We achieve computer-to-expert inter-rater reliability (IRR) on par with expert-to-expert IRR (> .8). In Fall, 2012, we piloted the use of automated text analysis to facilitate the use of written formative assessment for Just-in-Time Te...
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Written formative assessments can provide instructors with rich insight into students' thinking about scientific concepts. However, the time and effort involved in grading deter instructors from having students write in large courses. As large-enrollment introductory STEM courses become increasingly common, the need for innovations that facilitate...
Conference Paper
Thermodynamics can be challenging to students, thus improving thermodynamics instruction and assessment is an important area of science and engineering education research. Constructed response assessments can reveal the complexity of students' ideas about thermodynamics. We investigate the use of lexical analysis software for examining students' co...
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Students' writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an int...
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Despite the growing prominence of Facebook in the lives of college students, few studies have investigated the potential of these innovative web-based communication tools for engaging students in academic discussions. This study used a pre-test, post-test design in two introductory-level courses at a large public university to compare students’ (n...
Article
Constructed responses, in which students describe their understanding in their own language, provide better insight into their thinking than do multiple-choice assessments. However, constructed responses are not often employed in large enrollment courses due to the time and resource constraints involved in grading these assessments. In this study,...

Citations

... 3. Prioritize inclusive teaching practices in conservation courses by embracing the tenets of inclusive course design, active learning modalities and service learning techniques, to encourage broader participation and interest in conservation sciences. Recommended reading [64][65][66][67]. ...
... The current research investigates the PD model offered by the Automated Analysis of Constructed Response (AACR) project, a long-term initiative explicitly focused on student thinking as revealed in student writing (Urban-Lurain et al., 2014;Beyond Multiple Choice, n.d.). The AACR project develops constructed-response assessments of core STEM concepts that capture students' knowledge of the concepts. ...
... Preliminary research in this area focused on the textual analysis of students' essays (Carroll, 2007;McNamara, Crossley, & Roscoe, 2013), which are long, structured pieces of text compared to video comments. Text analysis has also been used for assessing answers to questions asked during or after teaching sessions (Arbogast & Montfort, 2016;Prevost et al., 2013). However, answers to pre-designed questions are less open-ended than comments in VBL. ...
... A case teaching (CBL) method was used to develop graduate teaching of medical oncology. 5 Teachers who used innovative teaching practices were more communicative. 6 Undergraduate students who used a mobile app-the iPOT mobile learning app gained stronger motivation, mood state, and satisfaction than students who didn't. ...
... This paper will explore critical and progressive pedagogy that is based in both ethnography and critical reflexive theoretical frameworks (Zagallo et al. 2019) as the key for challenging and changing exclusionary behaviour. The paper focusses on the revelation of hidden or concealed identity whether intentionally or unintentionally through training programs. ...
... While the number of people participating in these discussions were low overall, I found that such viewpoints were normalized and rarely confronted, and that this did not change over the study period. Although I am unable to say whether the email list represents the coral reef conservation community more broadly, many of the regular participants on the list are well known in coral reef conservation and have considerable influence over the field; as prominent academics, these individuals have considerable power over the success of students and early career researchers, as well as to set or influence research norms and practices (Lane et al., 2019;Hernandez et al., 2020). The prominence of these participants in coral reef conservation may also affect the willingness of others to participate in list discussions, especially white women and Black, Indigenous, and people of color (BIPOC) who are already underrepresented in the natural sciences (Fry, Kennedy and Funk, 2021), I show through the words of some Coral List participants themselves, most of whom were academic scientists based in the Global North, that there is an urgent need to confront racism and white supremacy in coral reef conservation, as in conservation more broadly. ...
... A well accepted hypothesis suggests that amyloid proteins disrupt membrane integrity and permeability by forming amyloid nanopores [30][31][32]. Based on the principle of structure-function relationship where a specific function of a protein or protein complex is determined by its unique conformation [33,34], the toxic oligomers formed by different amyloid proteins should possess ubiquitous structures. Using an 11-residue slow-aggregating fragment from αB crystallin that entailed cytotoxicity, Laganowsky et al. observed a stable β-sheet oligomer in the shape of a cylinder (i.e., β-sheet nano-barrel, or β-barrel) using X-ray crystallography, and proposed it as the candidate for toxic oligomers [35]. ...
... Other studies have also found high values on participants' satisfaction when assessing learning situations based on the principles of active learning methodologies (Hyun et al., 2017;Pelletreau et al., 2018) or through technology, especially mobile devices (Mao, 2014). ...
... As anticipated, faculty who participated in the network were not free from such constraints and barriers. This mirrors research describing faculty teaching PD (TPD), wherein lack of time, resources, institutional support or incentives, perceptions of student resistance, and conflicting professional role identities are reported as barriers to attending PD to reform their classrooms (Brownell and Tanner, 2012;Lowenthal et al., 2013;Sabagh and Saroyan, 2014;McCourt et al., 2017;Bathgate et al., 2019;Corwin et al., 2019). However, we found evidence that the supports provided by CC Bio INSITES were able to mitigate each of these barriers to some degree. ...
... These opportunities have varied from shorter, 12-hour workshops (Stains et al., 2015), to weeklong intensive experiences (Yoshinobu and Jones, 2012;Yoshinobu et al., 2021), to graduate student training, faculty learning communities, and new faculty co-teaching experiences lasting a semester or more (Finelli et al., 2014;Seidel et al., 2017;Stang et al., 2017;Corrales et al., 2020). The opportunities are most frequently designed to raise awareness of EBIPs (Brawner et al., 2002;Dokter, 2008;Henderson, 2008;Felder and Brent, 2010), help faculty create community around implementing EBIPs (Finelli et al., 2014;Seidel et al., 2017), develop courses and curricula that use such practices (Pelch and McConnell, 2016), or support new and future faculty (learning assistants, graduate teaching assistants, and postdocs) in planning for and implementing these practices (Otero et al., 2010;Pfund et al., 2012;Yoshinobu and Jones, 2012;Ebert-May et al., 2015;Prevost et al., 2018;Connolly et al., 2018;Chasteen and Chattergoon, 2020). Several PD opportunities have resulted in at least half of faculty participants adopting or persisting in using EBIPs (Brawner et al., 2002;Henderson, 2008;Felder and Brent, 2010;Yoshinobu and Jones, 2012;Wieman et al., 2013;Stang et al., 2017;DeMonbrun et al., 2018;Archie et al., 2021); however, there are some concerns that the reported gains may not be sustained over time (Wieman et al., 2013;Chasteen et al., 2015;Stains et al., 2015). ...