Institute for Scientist & Engineer Educators
Parent: UC Santa Cruz
eScholarship stats: Breakdown by Item for March through June, 2024
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 2n40d3kz | Assessment-Driven Design: Supporting Design, Teaching, and Learning | 197 | 80 | 117 | 40.6% |
| 9cx4k9jb | ISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences | 144 | 58 | 86 | 40.3% |
| 8cz4r718 | ISEE's Equity & Inclusion Theme | 136 | 76 | 60 | 55.9% |
| 7p80r3cp | Applying The Transformation Trifecta Model to an Organizational Diversity, Equity, and Inclusion Assessment | 74 | 11 | 63 | 14.9% |
| 2kn3j7k7 | Using Active Facilitation Strategies to Transfer Ownership in Teaching and Mentoring Contexts | 62 | 22 | 40 | 35.5% |
| 7dx183mk | Teaching DNA Barcoding for the Identification of Algae | 61 | 17 | 44 | 27.9% |
| 6fz0181f | Using Pre-/Post-Quizzes Intentionally in Curriculum Development and Evaluation | 58 | 5 | 53 | 8.6% |
| 41q869sh | Applying PDP Lessons Learned About Inclusive Teaching and Assessment | 56 | 2 | 54 | 3.6% |
| 30r3j4qs | The Unseen Impact of Inclusive Professional Development and Pedagogic Training on Underestimated Minority Graduate Students | 54 | 9 | 45 | 16.7% |
| 2tk5j8zh | Galaxy-Classification Activity for All Ages | 49 | 1 | 48 | 2.0% |
| 2kz8h9s7 | Utilizing Equitable and Inclusive Design Principles to Promote STEM Identity of Community College Transfer Students | 48 | 11 | 37 | 22.9% |
| 46p8j3t6 | Facilitating Learning in the Professional Development Program | 48 | 13 | 35 | 27.1% |
| 4p12g5nm | Strategies for Building an Inclusive Community within a STEM Internship Program | 43 | 16 | 27 | 37.2% |
| 9q09z7j5 | ISEE's Inquiry Framework | 40 | 18 | 22 | 45.0% |
| 1vh495wp | Applying the PDP to Government and Industry Career Pathways | 38 | 4 | 34 | 10.5% |
| 1sr990qq | Leadership Scenarios | 37 | 4 | 33 | 10.8% |
| 8sp532b4 | The Value of Teaching Leadership Skills to STEM Graduate Students and Postdocs | 36 | 4 | 32 | 11.1% |
| 9t85992g | Light and Shadow Vignette | 36 | 9 | 27 | 25.0% |
| 0mb4644g | Applying Principles of the PDP Towards Mentoring | 34 | 6 | 28 | 17.6% |
| 12g5j62m | Recommendations from 20 Years of Professional Development of Early-Career Scientists and Engineers | 34 | 5 | 29 | 14.7% |
| 99z5r1z8 | Introduction to Leadership Development in the PDP | 34 | 1 | 33 | 2.9% |
| 4tk1v31p | Impact of Facilitation in the Learning Process in STEM | 33 | 4 | 29 | 12.1% |
| 13c3x5vb | Integration of Authentic STEM Practices in Real-World Education and Research Environments: Lessons from the PDP | 32 | 5 | 27 | 15.6% |
| 5mv3k3p7 | From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM Professional | 32 | 0 | 32 | 0.0% |
| 2wz9z66r | Analog to Digital Vignette | 31 | 6 | 25 | 19.4% |
| 7ch3f7zz | ClimateWEST: A Climate Science Activity | 31 | 3 | 28 | 9.7% |
| 2500t4z0 | Choosing an Investigable Question Vignette | 29 | 7 | 22 | 24.1% |
| 3rg256z3 | Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion Theme | 29 | 14 | 15 | 48.3% |
| 4d97c6g7 | Facilitation Aims and Moves Handout | 29 | 6 | 23 | 20.7% |
| 28r6g3kf | Dose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer Students | 28 | 0 | 28 | 0.0% |
| 9dq6b611 | Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the Workplace | 28 | 2 | 26 | 7.1% |
| 8t64j019 | ISEE Inquiry Activity Shadowing Guide | 27 | 2 | 25 | 7.4% |
| 6b2108tk | Introduction: 20 Years of ISEE | 25 | 3 | 22 | 12.0% |
| 4c86j4qz | Personal Facilitation Plan | 23 | 5 | 18 | 21.7% |
| 9r8167ms | Designing and Implementing a PDP Inquiry Activity for an Introductory Astronomy Research Methods Course | 23 | 4 | 19 | 17.4% |
| 1808f7rw | Self-guided Inquiry Modules for the Remote Teaching of Undergraduate Physics Labs | 21 | 1 | 20 | 4.8% |
| 4m80g97s | Value of the Array of Returner Roles within the Professional Development Program | 21 | 3 | 18 | 14.3% |
| 4tr3x63q | Examples of STEM Practice Rubrics | 21 | 0 | 21 | 0.0% |
| 6fv1s464 | An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control | 20 | 5 | 15 | 25.0% |
| 0dh7k64h | Developing Inquiry-Based Homework Assignments with Astrobites | 17 | 1 | 16 | 5.9% |
| 0sq6r7pd | Impact of PDP on Training for Astronomical Instrumentation | 17 | 2 | 15 | 11.8% |
| 85d9b142 | Backward-Designing the Perfect User Experience Internships for Deep Space Network Operations | 17 | 0 | 17 | 0.0% |
| 0838q69j | Guide to Effective Meetings | 15 | 7 | 8 | 46.7% |
| 9wq3h6zr | Ocean Circulation Activity that Incorporates Inquiry and the Use of Real-World Data | 14 | 1 | 13 | 7.1% |
| 7np735s7 | Pedagogical Training for Graduate Students: Applications in Academia and Beyond | 13 | 1 | 12 | 7.7% |
| 7mn8v4zb | Incorporating PDP Themes the Akamai Way | 12 | 3 | 9 | 25.0% |
| 9b731843 | Inquiries and Frameworks: Synergistic Support for STEM Student Interns | 12 | 0 | 12 | 0.0% |
| 4xc0m7tx | Aspects of Inquiry Applied in Japan and Australia | 11 | 1 | 10 | 9.1% |
| 4zs3h25z | Instructor Guide for Choosing an Investigable Question Vignette | 9 | 1 | 8 | 11.1% |
| 80n158n3 | Tips for constructing STEM practice rubrics | 9 | 0 | 9 | 0.0% |
Disclaimer: due to the evolving nature of the web traffic we receive and the methods we use to collate it, the data presented here should be considered approximate and subject to revision.