A paper authored by Tessa, former postdoc Anna Jo Auerbach, and former REU student Emily Grant was accepted for publication at CBE-Life Sciences Education. This paper, titled "Exploring the relationship between teacher knowledge and active learning implementation in large college biology courses" uses an in-depth research approach to elucidate the knowledge relied on by active-learning instructors. It contrasts knowledge used by faculty who engage students in cognitively challenging work and those who primarily engage students in activity and recall.
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Department of Genetics
University of Georgia
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See AllThe lab group has been busy presenting research at multiple conferences. In April 2023, Alex presented at the National Association for...
Our research on the role of teacher knowledge in evidence-based teaching was cited in a Chronicle of Higher article on the same topic....
Check out a new essay about co-teaching as a potential lever for supporting pedagogical change. Tessa had the chance to collaborate with...
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