2022 Proceedings
Parent: Central Valley Region Interdisciplinary Symposium on Education Research
eScholarship stats: Breakdown by Item for April through July, 2024
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 26g0p9mx | CV-RISER 2022 Report | 30 | 10 | 20 | 33.3% |
| 0s38g9pr | The Gene Editing Research Lab — a new classroom-based research experience at UC Merced | 29 | 0 | 29 | 0.0% |
| 0nx1m5qw | What's Next? Action Research for Continous Program Improvement and Positive Social Outcomes | 27 | 0 | 27 | 0.0% |
| 4fp841wm | Metacognitive Strategies for Gateway STEM Courses | 27 | 0 | 27 | 0.0% |
| 81m9j903 | "Academic Language is No One's Mother Tongue": Teaching to the Audience Before Us | 26 | 0 | 26 | 0.0% |
| 1p11m754 | Inclusive teaching practices and culturally responsive science teaching in graduate teaching assistants: A qualitative analysis | 24 | 0 | 24 | 0.0% |
| 5m50r3bm | Bumping into each other online- The gradual process of building meaningful connections in online contexts for underrepresented groups in STEM | 23 | 0 | 23 | 0.0% |
| 61q0100d | Questing for Relevance: Exploring Student Outcomes from Creative Assessment "Quests" in a General Education Biology Course | 23 | 0 | 23 | 0.0% |
| 18t778h8 | Power of Guidance: Mentorship Need and Viability for Undocumented Student Populations | 22 | 0 | 22 | 0.0% |
| 63r9t010 | Are all labs equal? An investigation of student self-efficacy and its relation to different lab types. | 22 | 0 | 22 | 0.0% |
| 6kz8j6gv | Morning, midday, or night: Learning time-of-day affects student expereience- but not performance- in upper division genetics course | 22 | 0 | 22 | 0.0% |
| 3sz8w0gj | Male Narratives in the Midst of Intersectionality: Cultural Practices for the Negotiation, Preservation, and Betterment of the Multiply Marginalized Self | 19 | 0 | 19 | 0.0% |
| 81r8r134 | Efficacy of CALM Application for Improving High School Students' Subjective Wellbeing | 18 | 0 | 18 | 0.0% |
| 8n38k5kq | Shifting to a checklist rubric increased alignment between assignment learning objectives, assignment prompts, and the rubric criteria in a 2<sup>nd</sup> semester introductory physics lab | 17 | 0 | 17 | 0.0% |
| 0hw0r0nt | Utilizing COPUS Data to Advance Student Engagement | 16 | 0 | 16 | 0.0% |
| 86s8c13m | Student-Centered Learning Characteristic and Perception During Emergency Remote Teaching in a Minority-Serving Institution | 16 | 0 | 16 | 0.0% |
| 8r679272 | Aligning course materials to improve student learning in an introductory physics laboratory | 16 | 0 | 16 | 0.0% |
| 30k7h33d | Development and Implementation of a Guided-Inquiry Laboratory Structure for an Introductory Chemistry Course | 15 | 0 | 15 | 0.0% |
| 8x11x5q5 | California's Community College Closet: LGBTQ+ Voices | 15 | 0 | 15 | 0.0% |
| 4qw894vq | Diverse STEM Voices, the Role of Conceptual Metaphors in Introductory Biology Courses | 14 | 0 | 14 | 0.0% |
| 4c81511s | SATAL's Classroom Assessment and Educational Development Integrated Together | 13 | 0 | 13 | 0.0% |
| 67611268 | The Small-Town Dilemma: Understanding the Spatial Imagination of Rural California and the Implications of Physical Place in Access to Higher Education for Black, Indigenous, People of Color (BIPOC) | 13 | 0 | 13 | 0.0% |
| 98w6h5x1 | Breaking Barriers: Transformative Practices that Empower Students | 13 | 0 | 13 | 0.0% |
| 78h8p6ph | Disrupting SLOs with DEI and Paradigm Shifts | 12 | 0 | 12 | 0.0% |
| 4bn766t2 | COVID-19 Imposed Digital Learning Environment: The Relationship Between Perceived Edcuator Attitude and Student Acceptance | 11 | 0 | 11 | 0.0% |
| 97x694fr | Physics Students' Epistemologies in the Age of the Pandemic | 11 | 0 | 11 | 0.0% |
| 9gh907gt | Brain-Targeted Teaching: A Tool for College Faculty? | 11 | 0 | 11 | 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.