Education : Publications since January 2023

%% Bookman, Jack   
@article{fds374498,
   Author = {Akin, V and Bookman, J and Braley, E},
   Title = {Modeling Active Learning in Professional Development for
             Teaching},
   Journal = {The journal of faculty development},
   Volume = {37},
   Number = {3},
   Pages = {28-39},
   Publisher = {Magna Publications},
   Year = {2023},
   Month = {September},
   Key = {fds374498}
}


%% Gheith, Jehanne   
@article{fds363892,
   Author = {Fowler, M and Gheith, J},
   Title = {A Therapeutic Welcome: Mental Health within the Reality
             Ministries Disability Community},
   Journal = {Journal of Disability and Religion},
   Volume = {27},
   Number = {2},
   Pages = {358-382},
   Year = {2023},
   Month = {January},
   url = {http://dx.doi.org/10.1080/23312521.2022.2078758},
   Abstract = {Discrimination and exclusion have been associated with
             mental health issues for people with intellectual and
             developmental disabilities. This mixed-methods study
             examines the impact of Reality Ministries (RM), a Christian
             community center open to all abilities and faiths, on
             participants’ views toward disability and mental health.
             Semi-structured interviews were administered to 32 RM
             community members. Results associate participation in RM
             with greater disability acceptance, lower loneliness, higher
             self-esteem and mental wellbeing, more and closer
             friendships, and higher participation in personally
             meaningful activities. Findings support the importance of a
             community of belonging for the wellbeing of people with and
             without disabilities.},
   Doi = {10.1080/23312521.2022.2078758},
   Key = {fds363892}
}


%% Miller, Ezra   
@article{fds374549,
   Author = {Miller, E and Zhang, J},
   Title = {Geodesic complexity of convex polyhedra},
   Year = {2023},
   Month = {March},
   Key = {fds374549}
}

@article{fds360099,
   Author = {Miller, E},
   Title = {Stratifications of real vector spaces from constructible
             sheaves with conical microsupport},
   Journal = {Journal of Applied and Computational Topology},
   Volume = {7},
   Number = {3},
   Pages = {473-489},
   Publisher = {Springer},
   Year = {2023},
   url = {http://dx.doi.org/10.1007/s41468-023-00112-1},
   Doi = {10.1007/s41468-023-00112-1},
   Key = {fds360099}
}

@article{fds374550,
   Author = {Miller, E and Geist, N},
   Title = {Global dimension of real-exponent polynomial
             rings},
   Journal = {Algebra and Number Theory},
   Volume = {17},
   Number = {10},
   Pages = {1779-1788},
   Publisher = {Mathematical Sciences Publishers (MSP)},
   Year = {2023},
   url = {http://dx.doi.org/10.2140/ant.2023.17.1779},
   Doi = {10.2140/ant.2023.17.1779},
   Key = {fds374550}
}


%% Noor, Mohamed A.   
@article{fds367597,
   Author = {Marion, SB and Noor, MAF},
   Title = {Interrogating the Roles of Mutation-Selection Balance,
             Heterozygote Advantage, and Linked Selection in Maintaining
             Recessive Lethal Variation in Natural Populations.},
   Journal = {Annual review of animal biosciences},
   Volume = {11},
   Pages = {77-91},
   Year = {2023},
   Month = {February},
   url = {http://dx.doi.org/10.1146/annurev-animal-050422-092520},
   Abstract = {For nearly a century, evolutionary biologists have observed
             chromosomes that cause lethality when made homozygous
             persisting at surprisingly high frequencies (>25%) in
             natural populations of many species. The evolutionary forces
             responsible for the maintenance of such detrimental
             mutations have been heavily debated-are some lethal
             mutations under balancing selection? We suggest that
             mutation-selection balance alone cannot explain lethal
             variation in nature and the possibility that other forces
             play a role. We review the potential that linked selection
             in particular may drive maintenance of lethal alleles
             through associative overdominance or linkage to beneficial
             mutations or by reducing effective population size. Over the
             past five decades, investigation into this mystery has
             tapered. During this time, key scientific advances have
             provided the ability to collect more accurate data and
             analyze them in new ways, making the underlying genetic
             bases and evolutionary forces of lethal alleles timely for
             study once more.},
   Doi = {10.1146/annurev-animal-050422-092520},
   Key = {fds367597}
}


%% Reynolds, Julie   
@article{fds372758,
   Author = {Thompson, RJ and Schmid, L and Mburi, M and Dowd, JE and Finkenstaedt-Quinn, SA and Shultz, GV and Gere, AR and Schiff, LA and Flash, P and Reynolds, JA},
   Title = {Diversity of undergraduates in STEM courses: individual and
             demographic differences in changes in self-efficacy,
             epistemic beliefs, and intrapersonal attribute
             profiles},
   Journal = {Studies in Higher Education},
   Volume = {49},
   Number = {4},
   Pages = {690-711},
   Publisher = {Informa UK Limited},
   Year = {2024},
   Month = {January},
   url = {http://dx.doi.org/10.1080/03075079.2023.2250385},
   Abstract = {Across undergraduate STEM learning contexts in several
             countries, students’ intrapersonal attributes of epistemic
             beliefs, self-efficacy beliefs, intrinsic motivation, and
             sense of identity have been found to influence learning and
             to change in response to educational practices. However,
             research can mask individual and demographic differences in
             student's attributes that may moderate or mediate the
             relationship between educational practices and learning
             outcomes. We employed variable-centered and person-centered
             methods to examine individual and demographic differences in
             changes in students’ intrapersonal attributes and patterns
             of interrelationship among attributes with a study sample of
             students (N = 4,500) in 14 STEM undergraduate courses (8
             biology, 4 chemistry, and 2 statistics) at three research
             universities in the United States. Variable-centered
             analyses revealed overall increases in students’ science
             self-efficacy beliefs and epistemic beliefs even though
             these outcomes were not intentionally targeted as learning
             objectives. However, person-centered analyses indicated that
             not all students experienced these gains. For example,
             self-identified Asian/Pacific Islander and Black students
             were more likely to be members of groups demonstrating a
             decrease in science self-efficacy, whereas Asian/Pacific
             Islander students and men were less likely to be members of
             the subgroup with consistently evaluativist epistemic
             beliefs and higher GPAs. Using latent profile analysis
             (LPA), we identified five distinct student profiles that
             reflected different patterns of interrelationship of
             epistemic beliefs, science and writing self-efficacy
             beliefs, and science identity. We discuss the implications
             of these findings for educational practices, particularly
             with regard to intentionally fostering diverse students’
             self-efficacy, sense of identity, and adaptive epistemic
             beliefs.},
   Doi = {10.1080/03075079.2023.2250385},
   Key = {fds372758}
}

@article{fds371105,
   Author = {Marion, SB and Reynolds, JA and Schmid, L and Carter, BE and Willis, JH and Mauger, L and Thompson, RJ},
   Title = {Beyond Content, Understanding What Makes Test Questions Most
             Challenging},
   Journal = {BioScience},
   Volume = {73},
   Number = {3},
   Pages = {229-235},
   Year = {2023},
   Month = {March},
   url = {http://dx.doi.org/10.1093/biosci/biad007},
   Abstract = {When students answer test questions incorrectly, we often
             assume they don’t understand the content; instead, they
             may struggle with certain cognitive skills or with how
             questions are asked. Our goal was to look beyond content to
             understand what makes assessment questions most challenging.
             On the basis of more than 76,000 answers to multiple-choice
             questions in a large, introductory biology course, we
             examined three question components—cognitive skills,
             procedural knowledge, and question forms—and their
             interactions. We found that the most challenging questions
             require the students to organize information and make
             meaning from it—skills that are essential in science. For
             example, some of the most challenging questions are
             presented as unstructured word problems and require
             interpretation; to answer correctly, the students must
             identify and extract the important information and construct
             their understanding from it. Our results highlight the
             importance of teaching students to organize and make meaning
             from the content we teach.},
   Doi = {10.1093/biosci/biad007},
   Key = {fds371105}
}


%% Stephens, Kristen R.   
@book{ED47551620020101,
   Author = {Karnes, F. A. and Stephens, K. R.},
   Title = {Young Women of Achievement: A Resource for Girls in Science,
             Math, and Technology.},
   Year = {20020101},
   ISBN = {1-57392-965-4},
   url = {http://proxy.lib.duke.edu:2164/login.aspx?direct=true&db=eric&AN=ED475516&site=ehost-live&scope=site},
   Abstract = {This book is intended to be a resource guide for girls and
             young women considering careers in science, math, and
             technology. An introductory chapter considers the status of
             girls and women in these fields, the importance of role
             models, and suggestions for using the book. Part 1
             introduces readers to the various career opportunities
             available in the sciences and suggests strategies for career
             planning in these areas. Sections consider job availability,
             career choice, classes to take, the importance of reading,
             instructional materials, special clubs, and finding a
             mentor. Part 2 recounts true stories of girls (18 and under)
             and young women (19 and older) in the sciences, detailing
             how they got involved and what they have accomplished. Part
             3 offers timelines of extraordinary women throughout
             history, inspiring quotations, a list of Web sites
             specifically geared toward women in the sciences,
             suggestions for science-oriented computer software, and
             other resources. (DB)},
   Key = {ED47551620020101}
}