Institute for Scientist & Engineer Educators
Parent: UC Santa Cruz
eScholarship stats: Breakdown by Item for May through August, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 2kz8h9s7 | Utilizing Equitable and Inclusive Design Principles to Promote STEM Identity of Community College Transfer Students | 304 | 168 | 136 | 55.3% |
| 0mb4644g | Applying Principles of the PDP Towards Mentoring | 255 | 39 | 216 | 15.3% |
| 85d9b142 | Backward-Designing the Perfect User Experience Internships for Deep Space Network Operations | 240 | 54 | 186 | 22.5% |
| 7p80r3cp | Applying The Transformation Trifecta Model to an Organizational Diversity, Equity, and Inclusion Assessment | 238 | 74 | 164 | 31.1% |
| 41q869sh | Applying PDP Lessons Learned About Inclusive Teaching and Assessment | 227 | 110 | 117 | 48.5% |
| 1808f7rw | Self-guided Inquiry Modules for the Remote Teaching of Undergraduate Physics Labs | 224 | 77 | 147 | 34.4% |
| 28r6g3kf | Dose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer Students | 224 | 42 | 182 | 18.8% |
| 6fz0181f | Using Pre-/Post-Quizzes Intentionally in Curriculum Development and Evaluation | 224 | 35 | 189 | 15.6% |
| 6b2108tk | Introduction: 20 Years of ISEE | 222 | 70 | 152 | 31.5% |
| 9cx4k9jb | ISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences | 219 | 49 | 170 | 22.4% |
| 4m80g97s | Value of the Array of Returner Roles within the Professional Development Program | 210 | 117 | 93 | 55.7% |
| 2kn3j7k7 | Using Active Facilitation Strategies to Transfer Ownership in Teaching and Mentoring Contexts | 202 | 80 | 122 | 39.6% |
| 9r8167ms | Designing and Implementing a PDP Inquiry Activity for an Introductory Astronomy Research Methods Course | 195 | 83 | 112 | 42.6% |
| 3rg256z3 | Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion Theme | 186 | 76 | 110 | 40.9% |
| 4p12g5nm | Strategies for Building an Inclusive Community within a STEM Internship Program | 179 | 54 | 125 | 30.2% |
| 12g5j62m | Recommendations from 20 Years of Professional Development of Early-Career Scientists and Engineers | 176 | 43 | 133 | 24.4% |
| 1vh495wp | Applying the PDP to Government and Industry Career Pathways | 173 | 43 | 130 | 24.9% |
| 30r3j4qs | The Unseen Impact of Inclusive Professional Development and Pedagogic Training on Underestimated Minority Graduate Students | 173 | 58 | 115 | 33.5% |
| 46p8j3t6 | Facilitating Learning in the Professional Development Program | 173 | 48 | 125 | 27.7% |
| 2tk5j8zh | Galaxy-Classification Activity for All Ages | 169 | 29 | 140 | 17.2% |
| 0sq6r7pd | Impact of PDP on Training for Astronomical Instrumentation | 165 | 40 | 125 | 24.2% |
| 7dx183mk | Teaching DNA Barcoding for the Identification of Algae | 156 | 38 | 118 | 24.4% |
| 9q09z7j5 | ISEE's Inquiry Framework | 152 | 55 | 97 | 36.2% |
| 13c3x5vb | Integration of Authentic STEM Practices in Real-World Education and Research Environments: Lessons from the PDP | 150 | 52 | 98 | 34.7% |
| 4tk1v31p | Impact of Facilitation in the Learning Process in STEM | 150 | 32 | 118 | 21.3% |
| 1sr990qq | Leadership Scenarios | 148 | 39 | 109 | 26.4% |
| 32p685gq | Rediscovering Practice and Inquiry in Academic Education: Experiences in a European University Environment | 148 | 39 | 109 | 26.4% |
| 8sp532b4 | The Value of Teaching Leadership Skills to STEM Graduate Students and Postdocs | 143 | 30 | 113 | 21.0% |
| 4xc0m7tx | Aspects of Inquiry Applied in Japan and Australia | 141 | 22 | 119 | 15.6% |
| 9dq6b611 | Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the Workplace | 141 | 41 | 100 | 29.1% |
| 6fv1s464 | An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control | 137 | 41 | 96 | 29.9% |
| 0dh7k64h | Developing Inquiry-Based Homework Assignments with Astrobites | 136 | 37 | 99 | 27.2% |
| 5mv3k3p7 | From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM Professional | 134 | 21 | 113 | 15.7% |
| 7np735s7 | Pedagogical Training for Graduate Students: Applications in Academia and Beyond | 132 | 31 | 101 | 23.5% |
| 2n40d3kz | Assessment-Driven Design: Supporting Design, Teaching, and Learning | 128 | 50 | 78 | 39.1% |
| 7ch3f7zz | ClimateWEST: A Climate Science Activity | 125 | 46 | 79 | 36.8% |
| 9wq3h6zr | Ocean Circulation Activity that Incorporates Inquiry and the Use of Real-World Data | 125 | 35 | 90 | 28.0% |
| 8cz4r718 | ISEE's Equity & Inclusion Theme | 124 | 60 | 64 | 48.4% |
| 9b731843 | Inquiries and Frameworks: Synergistic Support for STEM Student Interns | 122 | 25 | 97 | 20.5% |
| 9t85992g | Light and Shadow Vignette | 120 | 53 | 67 | 44.2% |
| 7mn8v4zb | Incorporating PDP Themes the Akamai Way | 104 | 30 | 74 | 28.8% |
| 0838q69j | Guide to Effective Meetings | 99 | 51 | 48 | 51.5% |
| 80n158n3 | Tips for constructing STEM practice rubrics | 94 | 35 | 59 | 37.2% |
| 99z5r1z8 | Introduction to Leadership Development in the PDP | 91 | 36 | 55 | 39.6% |
| 2wz9z66r | Analog to Digital Vignette | 88 | 21 | 67 | 23.9% |
| 4d97c6g7 | Facilitation Aims and Moves Handout | 87 | 30 | 57 | 34.5% |
| 2500t4z0 | Choosing an Investigable Question Vignette | 85 | 38 | 47 | 44.7% |
| 4zs3h25z | Instructor Guide for Choosing an Investigable Question Vignette | 85 | 31 | 54 | 36.5% |
| 4c86j4qz | Personal Facilitation Plan | 81 | 32 | 49 | 39.5% |
| 4tr3x63q | Examples of STEM Practice Rubrics | 78 | 30 | 48 | 38.5% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.