Suchergebnisse - "Carly A. Busch"

Public Exams Decrease Anxiety and Facilitate Deeper Conceptual Thinking

Autoren: Carly A. Busch Meta M. Landys Leah S. Lily et al.

Quelle: Journal of STEM Education: Innovations and Research. 2023 24(2):36-48.

Peer Reviewed: Y

Page Count: 13

Sponsoring Agency: National Science Foundation (NSF)

Descriptors: Anxiety, Concept Formation, Thinking Skills, STEM Education, Learning Experience, Tests, Disproportionate Representation, Outcomes of Education, College Students

Zugangs-URL: https://www.jstem.org/jstem/index.php/JSTEM/article/view/2624

Cisnormative Language and Erasure of Trans* and Genderqueer Student Representation in Biology Education Research.

Autoren: Coburn, Kaitlyn Troy, Kris Busch, Carly A. et al.

Quelle: CBE Life Sciences Education; Spring2025, Vol. 24 Issue 1, p1-13, 13p

Premed pressure: examining whether premed students experience more academic stress compared to non-premeds.

Autoren: Pigart, C. Jynx Mohammed, Tasneem F. Acuña, Theresa et al.

Quelle: Advances in Physiology Education; Jun2025, Vol. 49 Issue 2, p280-290, 11p

Schlagwörter: OVERPRESSURE (Education), GRADE point average, COLLEGE teachers, RESEARCH questions, COLLEGE students, UNDERGRADUATES

Meeting report: an interdisciplinary approach to addressing anxiety in undergraduate active learning biology courses.

Autoren: Cooper, Katelyn M. Brownell, Sara E. Schussler, Elisabeth E. et al.

Quelle: Advances in Physiology Education; Jun2025, Vol. 49 Issue 2, p405-415, 11p

Schlagwörter: STUDENT engagement, MENTAL health of students, FAILURE (Psychology), PSYCHOLOGICAL literature, LGBTQ+ students, TEST anxiety, COURSE evaluation (Education), UNDERGRADUATES

The scientific rules, roles, and values that life sciences doctoral students want to see upheld by undergraduate researchers.

Autoren: Busch, Carly A. Nadile, Erika M. Mohammed, Tasneem F. et al.

Quelle: Journal of Research in Science Teaching; Dec2024, Vol. 61 Issue 10, p2405-2443, 39p

Schlagwörter: DOCTORAL students, SOCIAL integration, LEARNING, SCIENCE students, RESEARCH personnel, ETHNICITY

Few LGBTQ+ Science and Engineering Instructors Come Out to Students, Despite Potential Benefits.

Autoren: Busch, Carly A. Bhanderi, Parth B. Cooper, Katelyn M. et al.

Quelle: CBE Life Sciences Education; Summer2024, Vol. 23 Issue 2, p1-18, 18p

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions.

Autoren: Busch, Carly A. Araghi, Tala Jingyi He et al.

Quelle: CBE Life Sciences Education; Summer2024, Vol. 23 Issue 2, p1-9, 9p

The Disproportionate Impact of Fear of Negative Evaluation on First-Generation College Students, LGBTQ+ Students, and Students with Disabilities in College Science Courses.

Autoren: Busch, Carly A. Wiesenthal, Nicholas J. Mohammed, Tasneem F. et al.

Quelle: CBE Life Sciences Education; Fall2023, Vol. 22 Issue 3, p1-16, 16p

Women drive efforts to highlight concealable stigmatized identities in U.S. academic science and engineering.

Autoren: Busch, Carly A. Cooper, Katelyn M. Brownell, Sara E.

Quelle: PLoS ONE; 7/19/2023, Vol. 18 Issue 7, p1-18, 18p

Schlagwörter: GENDER differences (Psychology), SOCIAL status, WOMEN engineers, ENGINEERING students, WOMEN in science

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates.

Autoren: Araghi, Tala Busch, Carly A. Cooper, Katelyn M.

Quelle: CBE Life Sciences Education; Summer2023, Vol. 22 Issue 2, p1-15, 15p

Aspects of online college science courses that alleviate and exacerbate undergraduate depression.

Autoren: Busch, Carly A. Mohammed, Tasneem F. Nadile, Erika M. et al.

Quelle: PLoS ONE; 6/1/2022, Vol. 17 Issue 6, p1-16, 16p

Schlagwörter: COLLEGE curriculum, LGBTQ+ students, VIRTUAL communities, ONLINE education, MENTAL depression, UNDERGRADUATES