Julie A Reynolds, Associate Professor of the Practice  

Julie A Reynolds

PhD, University of California at Berkeley, 2001
MS, University of California at Davis, 1994
BA, Pomona College, 1990

Office Location: BioSci: 136
Office Phone: (919) 681-6899
Email Address: julie.a.reynolds@duke.edu
Web Page: http://www.science-writing.org/

Office Hours:

by appointment

Ecology and Population Biology

Research Categories: Scholarship of Teaching and Learning, Science Literacy and Civic Engagement, Writing-to-learn pedagogies

Research Description:

Areas of Interest:
Writing-to-learn pedagogies in STEM disciplines
Assessing the extent to which biology courses promote science literacy, understanding of the nature of science, critical thinking skills, and enthusiasm for biology
Assessing the efficacy of teaching technologies at promoting student learning (e.g., Calibrated Peer Review™, iPods, iPads, FlipVideo)
Assessing learning outcomes associated with the pedagogy of Research Service Learning (RSL)

Recent Publications   (More Publications)   (search)

  1. Joel K. Abraham and Julie A. Reynolds, Human diversity in science, Frontiers in Ecology and the Environment, vol. 11 no. 3 (2013), pp. 115 .
  2. Jiansheng Ye, James F. Reynolds, Jeffery E. Herrick, JULIE REYNOLDS, Jianguo Wu, Togtohyn Chuluun, Feng-Min Li and Ruijun Long, New Ecology Education: Preparing Students for the Complex Human- Environmental Problems of Dryland East Asia, in Dryland East Asia (DEA): Land Dynamics Amid Social And Climate Change, edited by J Chen, S Wan, G Henebry, J Qi, G Gutman, G Sun, and M Kappas (2013), The Higher Education Press [Beijing] and Walter de Gruyter GmbH [Berlin] .
  3. Paula P. Lemons, JULIE REYNOLDS, Amanda Curtin, Ahrash Bissell, ) Improving Critical-Thinking Skills in Introductory Biology Through Quality Practice and Metacognition, in Using reflection and metacognition to improve student learning, edited by M. Kaplan, N. Silver, D. LaVaque-Manty, & D. Meizlish (2013), Stylus Publishing, Sterling, VA .
  4. Julie A. Reynolds, Disciplinary-Specific Thesis Assessment Protocol: A validated rubric that promotes student learning and faculty development, in Changing the Conversation about Higher Education, edited by Robert J. Thompson, Jr. (2013), Roman & Littlefield .
  5. Thaiss, Christopher and JULIE REYNOLDS, How Writing-to-Learn Practices Improve Student Learning: Connecting Research and Practice through a Consideration of Mechanisms of Effect, in Changing the Conversation about Higher Education, edited by Robert J. Thompson, Jr. (2013), Roman & Littlefield .

Curriculum Vitae