Institute for Scientist & Engineer Educators
Parent: UC Santa Cruz
eScholarship stats: History by Item for May through August, 2024
| Item | Title | Total requests | 2024-08 | 2024-07 | 2024-06 | 2024-05 |
|---|---|---|---|---|---|---|
| 9cx4k9jb | ISEE's Framework of Six Elements to Guide the Design, Teaching, and Assessment of Authentic and Inclusive STEM Learning Experiences | 109 | 39 | 30 | 26 | 14 |
| 2n40d3kz | Assessment-Driven Design: Supporting Design, Teaching, and Learning | 105 | 23 | 15 | 9 | 58 |
| 7p80r3cp | Applying The Transformation Trifecta Model to an Organizational Diversity, Equity, and Inclusion Assessment | 94 | 32 | 24 | 24 | 14 |
| 2kn3j7k7 | Using Active Facilitation Strategies to Transfer Ownership in Teaching and Mentoring Contexts | 87 | 19 | 30 | 14 | 24 |
| 30r3j4qs | The Unseen Impact of Inclusive Professional Development and Pedagogic Training on Underestimated Minority Graduate Students | 80 | 28 | 24 | 14 | 14 |
| 6fz0181f | Using Pre-/Post-Quizzes Intentionally in Curriculum Development and Evaluation | 78 | 35 | 15 | 11 | 17 |
| 12g5j62m | Recommendations from 20 Years of Professional Development of Early-Career Scientists and Engineers | 70 | 33 | 22 | 9 | 6 |
| 9q09z7j5 | ISEE's Inquiry Framework | 70 | 36 | 14 | 10 | 10 |
| 4p12g5nm | Strategies for Building an Inclusive Community within a STEM Internship Program | 69 | 24 | 22 | 10 | 13 |
| 6b2108tk | Introduction: 20 Years of ISEE | 68 | 37 | 20 | 7 | 4 |
| 8cz4r718 | ISEE's Equity & Inclusion Theme | 66 | 22 | 22 | 14 | 8 |
| 2500t4z0 | Choosing an Investigable Question Vignette | 63 | 17 | 20 | 6 | 20 |
| 5mv3k3p7 | From Akamai Intern to PDP Instructor: The Coupled Impact on Becoming a STEM Professional | 63 | 32 | 18 | 6 | 7 |
| 13c3x5vb | Integration of Authentic STEM Practices in Real-World Education and Research Environments: Lessons from the PDP | 59 | 21 | 27 | 7 | 4 |
| 46p8j3t6 | Facilitating Learning in the Professional Development Program | 59 | 18 | 21 | 11 | 9 |
| 2kz8h9s7 | Utilizing Equitable and Inclusive Design Principles to Promote STEM Identity of Community College Transfer Students | 58 | 26 | 15 | 6 | 11 |
| 7mn8v4zb | Incorporating PDP Themes the Akamai Way | 56 | 30 | 20 | 2 | 4 |
| 4d97c6g7 | Facilitation Aims and Moves Handout | 54 | 16 | 15 | 6 | 17 |
| 1sr990qq | Leadership Scenarios | 52 | 16 | 16 | 11 | 9 |
| 7ch3f7zz | ClimateWEST: A Climate Science Activity | 52 | 15 | 20 | 7 | 10 |
| 7dx183mk | Teaching DNA Barcoding for the Identification of Algae | 52 | 19 | 14 | 10 | 9 |
| 0dh7k64h | Developing Inquiry-Based Homework Assignments with Astrobites | 51 | 21 | 20 | 3 | 7 |
| 85d9b142 | Backward-Designing the Perfect User Experience Internships for Deep Space Network Operations | 51 | 21 | 17 | 10 | 3 |
| 0mb4644g | Applying Principles of the PDP Towards Mentoring | 50 | 18 | 17 | 8 | 7 |
| 3rg256z3 | Culturally Relevant and Responsive Education: A Re-Examination of the ISEE Equity & Inclusion Theme | 48 | 10 | 20 | 7 | 11 |
| 28r6g3kf | Dose-Response in Context: A Backward Design, Inquiry Activity Workshop for College Transfer Students | 46 | 14 | 18 | 5 | 9 |
| 41q869sh | Applying PDP Lessons Learned About Inclusive Teaching and Assessment | 46 | 7 | 16 | 10 | 13 |
| 4c86j4qz | Personal Facilitation Plan | 43 | 13 | 11 | 5 | 14 |
| 0sq6r7pd | Impact of PDP on Training for Astronomical Instrumentation | 42 | 18 | 15 | 3 | 6 |
| 1808f7rw | Self-guided Inquiry Modules for the Remote Teaching of Undergraduate Physics Labs | 42 | 17 | 21 | 2 | 2 |
| 8sp532b4 | The Value of Teaching Leadership Skills to STEM Graduate Students and Postdocs | 41 | 10 | 12 | 5 | 14 |
| 4tk1v31p | Impact of Facilitation in the Learning Process in STEM | 40 | 10 | 16 | 12 | 2 |
| 9wq3h6zr | Ocean Circulation Activity that Incorporates Inquiry and the Use of Real-World Data | 39 | 17 | 17 | 4 | 1 |
| 1vh495wp | Applying the PDP to Government and Industry Career Pathways | 38 | 10 | 13 | 10 | 5 |
| 2tk5j8zh | Galaxy-Classification Activity for All Ages | 37 | 17 | 11 | 3 | 6 |
| 99z5r1z8 | Introduction to Leadership Development in the PDP | 36 | 9 | 10 | 5 | 12 |
| 2wz9z66r | Analog to Digital Vignette | 35 | 13 | 12 | 5 | 5 |
| 4m80g97s | Value of the Array of Returner Roles within the Professional Development Program | 34 | 9 | 15 | 6 | 4 |
| 9t85992g | Light and Shadow Vignette | 34 | 12 | 9 | 6 | 7 |
| 6fv1s464 | An Inquiry Approach to Teaching Sustainable Software Development with Collaborative Version Control | 31 | 12 | 12 | 5 | 2 |
| 7np735s7 | Pedagogical Training for Graduate Students: Applications in Academia and Beyond | 30 | 7 | 13 | 9 | 1 |
| 9dq6b611 | Transforming an Academic into a Leader: Providing a Framework and Behaviors for Leading Teams in the Workplace | 29 | 9 | 9 | 8 | 3 |
| 4tr3x63q | Examples of STEM Practice Rubrics | 26 | 6 | 9 | 7 | 4 |
| 4xc0m7tx | Aspects of Inquiry Applied in Japan and Australia | 26 | 8 | 10 | 5 | 3 |
| 9b731843 | Inquiries and Frameworks: Synergistic Support for STEM Student Interns | 26 | 9 | 11 | 3 | 3 |
| 9r8167ms | Designing and Implementing a PDP Inquiry Activity for an Introductory Astronomy Research Methods Course | 26 | 8 | 8 | 3 | 7 |
| 8t64j019 | ISEE Inquiry Activity Shadowing Guide | 21 | 9 | 4 | 3 | 5 |
| 32p685gq | Rediscovering Practice and Inquiry in Academic Education: Experiences in a European University Environment | 19 | 7 | 8 | 2 | 2 |
| 0838q69j | Guide to Effective Meetings | 18 | 6 | 7 | 3 | 2 |
| 4zs3h25z | Instructor Guide for Choosing an Investigable Question Vignette | 17 | 8 | 6 | 2 | 1 |
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.