Institute for Scientist & Engineer Educators
Parent: UC Santa Cruz
eScholarship stats: Breakdown by Item for February through May, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 2n40d3kz | Assessment-Driven Design: Supporting Design, Teaching, and Learning | 165 | 74 | 91 | 44.8% |
| 9q09z7j5 | ISEE's Inquiry Framework | 130 | 57 | 73 | 43.8% |
| 9cx4k9jb | ISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences | 110 | 14 | 96 | 12.7% |
| 8cz4r718 | ISEE's Equity & Inclusion Theme | 109 | 49 | 60 | 45.0% |
| 0mb4644g | Applying Principles of the PDP Towards Mentoring | 92 | 7 | 85 | 7.6% |
| 30r3j4qs | The Unseen Impact of Inclusive Professional Development and Pedagogic Training on Underestimated Minority Graduate Students | 89 | 17 | 72 | 19.1% |
| 3rg256z3 | Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion Theme | 87 | 44 | 43 | 50.6% |
| 1vh495wp | Applying the PDP to Government and Industry Career Pathways | 84 | 9 | 75 | 10.7% |
| 41q869sh | Applying PDP Lessons Learned About Inclusive Teaching and Assessment | 84 | 11 | 73 | 13.1% |
| 6fz0181f | Using Pre-/Post-Quizzes Intentionally in Curriculum Development and Evaluation | 80 | 14 | 66 | 17.5% |
| 2tk5j8zh | Galaxy-Classification Activity for All Ages | 77 | 20 | 57 | 26.0% |
| 2kz8h9s7 | Utilizing Equitable and Inclusive Design Principles to Promote STEM Identity of Community College Transfer Students | 76 | 13 | 63 | 17.1% |
| 5mv3k3p7 | From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM Professional | 76 | 3 | 73 | 3.9% |
| 6b2108tk | Introduction: 20 Years of ISEE | 73 | 7 | 66 | 9.6% |
| 2kn3j7k7 | Using Active Facilitation Strategies to Transfer Ownership in Teaching and Mentoring Contexts | 72 | 28 | 44 | 38.9% |
| 4p12g5nm | Strategies for Building an Inclusive Community within a STEM Internship Program | 71 | 4 | 67 | 5.6% |
| 7p80r3cp | Applying The Transformation Trifecta Model to an Organizational Diversity, Equity, and Inclusion Assessment | 71 | 24 | 47 | 33.8% |
| 8sp532b4 | The Value of Teaching Leadership Skills to STEM Graduate Students and Postdocs | 69 | 7 | 62 | 10.1% |
| 46p8j3t6 | Facilitating Learning in the Professional Development Program | 68 | 18 | 50 | 26.5% |
| 7dx183mk | Teaching DNA Barcoding for the Identification of Algae | 68 | 15 | 53 | 22.1% |
| 28r6g3kf | Dose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer Students | 66 | 3 | 63 | 4.5% |
| 12g5j62m | Recommendations from 20 Years of Professional Development of Early-Career Scientists and Engineers | 62 | 3 | 59 | 4.8% |
| 7ch3f7zz | ClimateWEST: A Climate Science Activity | 58 | 3 | 55 | 5.2% |
| 0sq6r7pd | Impact of PDP on Training for Astronomical Instrumentation | 57 | 4 | 53 | 7.0% |
| 4tk1v31p | Impact of Facilitation in the Learning Process in STEM | 56 | 6 | 50 | 10.7% |
| 13c3x5vb | Integration of Authentic STEM Practices in Real-World Education and Research Environments: Lessons from the PDP | 54 | 6 | 48 | 11.1% |
| 6fv1s464 | An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control | 53 | 10 | 43 | 18.9% |
| 9wq3h6zr | Ocean Circulation Activity that Incorporates Inquiry and the Use of Real-World Data | 52 | 8 | 44 | 15.4% |
| 85d9b142 | Backward-Designing the Perfect User Experience Internships for Deep Space Network Operations | 51 | 9 | 42 | 17.6% |
| 9dq6b611 | Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the Workplace | 51 | 6 | 45 | 11.8% |
| 1808f7rw | Self-guided Inquiry Modules for the Remote Teaching of Undergraduate Physics Labs | 48 | 2 | 46 | 4.2% |
| 9b731843 | Inquiries and Frameworks: Synergistic Support for STEM Student Interns | 47 | 3 | 44 | 6.4% |
| 2500t4z0 | Choosing an Investigable Question Vignette | 46 | 16 | 30 | 34.8% |
| 0dh7k64h | Developing Inquiry-Based Homework Assignments with Astrobites | 44 | 1 | 43 | 2.3% |
| 4m80g97s | Value of the Array of Returner Roles within the Professional Development Program | 41 | 6 | 35 | 14.6% |
| 7mn8v4zb | Incorporating PDP Themes the Akamai Way | 39 | 4 | 35 | 10.3% |
| 32p685gq | Rediscovering Practice and Inquiry in Academic Education: Experiences in a European University Environment | 38 | 2 | 36 | 5.3% |
| 1sr990qq | Leadership Scenarios | 37 | 0 | 37 | 0.0% |
| 4xc0m7tx | Aspects of Inquiry Applied in Japan and Australia | 36 | 1 | 35 | 2.8% |
| 9r8167ms | Designing and Implementing a PDP Inquiry Activity for an Introductory Astronomy Research Methods Course | 34 | 7 | 27 | 20.6% |
| 9t85992g | Light and Shadow Vignette | 34 | 5 | 29 | 14.7% |
| 4zs3h25z | Instructor Guide for Choosing an Investigable Question Vignette | 32 | 3 | 29 | 9.4% |
| 7np735s7 | Pedagogical Training for Graduate Students: Applications in Academia and Beyond | 32 | 2 | 30 | 6.3% |
| 0838q69j | Guide to Effective Meetings | 31 | 3 | 28 | 9.7% |
| 4tr3x63q | Examples of STEM Practice Rubrics | 30 | 4 | 26 | 13.3% |
| 80n158n3 | Tips for constructing STEM practice rubrics | 30 | 4 | 26 | 13.3% |
| 99z5r1z8 | Introduction to Leadership Development in the PDP | 29 | 5 | 24 | 17.2% |
| 2wz9z66r | Analog to Digital Vignette | 26 | 5 | 21 | 19.2% |
| 4d97c6g7 | Facilitation Aims and Moves Handout | 23 | 4 | 19 | 17.4% |
| 8t64j019 | ISEE Inquiry Activity Shadowing Guide | 23 | 1 | 22 | 4.3% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.