{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T17:39:55Z","timestamp":1792777195522,"version":"4.5.0"},"reference-count":120,"publisher":"American Society for Cell Biology (ASCB)","issue":"4","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LSE"],"published-print":{"date-parts":[[2026,12,1]]},"abstract":"<jats:p>This case study investigates changes in technological pedagogical content knowledge (TPACK) self-efficacy in a group of instructors engaged in a Power of Place Course-Based Undergraduate Research Experience (PoP-CURE) Professional Development (PD) Community of Practice. We hypothesized that mentored and iterative PD would create a community of practice in which instructors become confident adopters of evidence-based technological PoP-CURE practices, promoting the overall development of instructor TPACK self-efficacy. Previous work on PD personas helped to inform our work by guiding observations of how interactions and individual choices contributed to TPACK self-efficacy. Within this case, the multiple embedded units of analysis were the five personas identified from the previous work. We found increases in various components of TPACK across all personas, but different TPACK components were emphasized for different personas. In-person PD retreats and group meetings offered opportunities for mastery, vicarious learning, and verbal persuasion to increase self-efficacy in TPACK building blocks (content knowledge, technological knowledge, and pedagogical knowledge). Mastery experiences during implementation, followed by reflection during the community of practice, were the sources of more complex forms of TPACK self-efficacy.<\/jats:p>","DOI":"10.1187\/cbe.25-10-0224","type":"journal-article","created":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T17:13:38Z","timestamp":1792775618000},"source":"Crossref","is-referenced-by-count":0,"title":["Instructor Development of Technological Pedagogical Content Knowledge (TPACK) Self-Efficacy within a PoP-CURE Professional Development Community of Practice"],"prefix":"10.1187","volume":"25","author":[{"given":"Amy K.","family":"Dunbar-Wallis","sequence":"first","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Annie","family":"Meeder","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zachary","family":"Schwartz","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emma","family":"Groenevelt","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Teresa","family":"Bilinski","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Deidre","family":"Jaeger","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Laura","family":"Baumgartner","sequence":"additional","affiliation":[{"name":"Science Faculty, Front Range Community College, Westminster, CO 80031"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paige","family":"Littman","sequence":"additional","affiliation":[{"name":"Student Academic Success Center, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maggie","family":"Prater","sequence":"additional","affiliation":[{"name":"Science Faculty, Front Range Community College, Westminster, CO 80031"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lisa","family":"Corwin","sequence":"additional","affiliation":[{"name":"Department of Ecology and Evolutionary Biology, University of Colorado, Boulder, CO 80309"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1076","reference":[{"issue":"4","key":"e_1_3_2_2_1","doi-asserted-by":"crossref","first-page":"134","DOI":"10.1080\/21532974.2011.10784670","article-title":"An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers","volume":"27","author":"Abbitt J. T.","year":"2011","unstructured":"Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134\u2013143. Retrieved from https:\/\/files.eric.ed.gov\/fulltext\/EJ936541.pdf","journal-title":"Journal of Digital Learning in Teacher Education"},{"key":"e_1_3_2_3_1","doi-asserted-by":"crossref","first-page":"1473766","DOI":"10.3389\/feduc.2024.1473766","article-title":"Preparing educators for the digital age: Teacher perceptions of active teaching methods and digital integration","volume":"9","author":"Abildinova G.","year":"2024","unstructured":"Abildinova, G., Abdykerimova, E., Assainova, A., Mukhtarkyzy, K., & Abykenova, D. (2024). Preparing educators for the digital age: Teacher perceptions of active teaching methods and digital integration. Frontiers in Education, 9, 1473766. https:\/\/doi.org\/10.3389\/feduc.2024.1473766","journal-title":"Frontiers in Education"},{"issue":"4","key":"e_1_3_2_4_1","doi-asserted-by":"crossref","first-page":"331","DOI":"10.1037\/tps0000046","article-title":"To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first-generation college students\u2019 science interest","volume":"1","author":"Allen J. M.","year":"2015","unstructured":"Allen, J. M., Muragishi, G. A., Smith, J. L., Thoman, D. B., & Brown, E. R. (2015). To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first-generation college students\u2019 science interest. Translational issues in psychological science, 1(4), 331","journal-title":"Translational issues in psychological science"},{"key":"e_1_3_2_5_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.14-01-0004"},{"issue":"1","key":"e_1_3_2_6_1","article-title":"Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking","volume":"5","author":"Auerbach A. J. J.","year":"2018","unstructured":"Auerbach, A. J. J., & Andrews, T. C. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1). https:\/\/doi.org\/10.1186\/s40594-018-0112-9","journal-title":"International Journal of STEM Education"},{"key":"e_1_3_2_7_1","volume-title":"Social foundations of thought and theory: A social cognitive theory","author":"Bandura A.","year":"1986","unstructured":"Bandura, A. (1986). Social foundations of thought and theory: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall."},{"key":"e_1_3_2_8_1","doi-asserted-by":"crossref","first-page":"117","DOI":"10.1207\/s15326985ep2802_3","article-title":"Perceived self-efficacy in cognitive development and functioning","volume":"28","author":"Bandura A.","year":"1993","unstructured":"Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117\u2013148. https:\/\/doi.org\/10.1207\/s15326985ep2802_3","journal-title":"Educational Psychologist"},{"key":"e_1_3_2_9_1","volume-title":"Self-efficacy: The exercise of control","author":"Bandura A.","year":"1997","unstructured":"Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company."},{"key":"e_1_3_2_10_1","doi-asserted-by":"crossref","unstructured":"Bangera G. & Brownell S. E. (2014). Course-Based Undergraduate Research Experiences Can Make Scientific Research More Inclusive. https:\/\/doi.org\/10.1187\/cbe.14\u00ad06\u00ad0099","DOI":"10.1187\/cbe.14-06-0099"},{"issue":"11","key":"e_1_3_2_11_1","doi-asserted-by":"crossref","first-page":"5184","DOI":"10.1002\/ece3.6300","article-title":"Field courses narrow demographic achievement gaps in ecology and evolutionary biology","volume":"10","author":"Beltran R. S.","year":"2020","unstructured":"Beltran, R. S., Marnocha, E., Race, A., Croll, D. A., Dayton, G. H., & Zavaleta, E. S. (2020). Field courses narrow demographic achievement gaps in ecology and evolutionary biology. Ecology and Evolution, 10(11), 5184\u20135196. https:\/\/doi.org\/10.1002\/ece3.6291","journal-title":"Ecology and Evolution"},{"issue":"5","key":"e_1_3_2_12_1","doi-asserted-by":"crossref","first-page":"711","DOI":"10.1017\/jmo.2016.34","article-title":"Diversity and creativity in cross-national teams: The role of team knowledge sharing and inclusive climate","volume":"24","author":"Bodla A. A.","year":"2018","unstructured":"Bodla, A. A., Tang, N., Jiang, W., & Tian, L. (2018). Diversity and creativity in cross-national teams: The role of team knowledge sharing and inclusive climate. Journal of Management and Organization, 24(5), 711\u2013729. https:\/\/doi.org\/10.1017\/jmo.2016.34","journal-title":"Journal of Management and Organization"},{"key":"e_1_3_2_13_1","volume-title":"Thematic analysis: A practical guide","author":"Braun V.","year":"2021","unstructured":"Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. London: Sage."},{"key":"e_1_3_2_14_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.12-09-0163"},{"issue":"4","key":"e_1_3_2_15_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.22-04-0069","article-title":"Current status and implementation of science practices in course-based undergraduate research experiences (CUREs): A systematic literature review","volume":"21","author":"Buchanan A. J.","year":"2022","unstructured":"Buchanan, A. J., & Fisher, G. R. (2022). Current status and implementation of science practices in course-based undergraduate research experiences (CUREs): A systematic literature review. CBE\u2014Life Sciences Education, 21(4). https:\/\/doi.org\/10.1187\/cbe.22-04-0069","journal-title":"CBE\u2014Life Sciences Education"},{"issue":"5","key":"e_1_3_2_16_1","doi-asserted-by":"crossref","first-page":"545","DOI":"10.1188\/14.ONF.545-547","article-title":"The use of triangulation in qualitative research","volume":"41","author":"Carter N.","year":"2014","unstructured":"Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545\u2013547. https:\/\/doi.org\/10.1188\/14.ONF.545-547","journal-title":"Oncology Nursing Forum"},{"key":"e_1_3_2_17_1","volume-title":"The inmates are running the asylum","author":"Cooper A.","year":"1999","unstructured":"Cooper, A. (1999). The inmates are running the asylum. Indianapolis, IA: SAMS\/Macmillan."},{"issue":"4","key":"e_1_3_2_18_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.19-06-0113","article-title":"The impact of broadly relevant novel discoveries on student project ownership in a traditional lab course turned CURE","volume":"18","author":"Cooper K. M.","year":"2019","unstructured":"Cooper, K. M., Blattman, J. N., Hendrix, T., & Brownell, S. E. (2019). The impact of broadly relevant novel discoveries on student project ownership in a traditional lab course turned CURE. CBE Life Sciences Education, 18(4). https:\/\/doi.org\/10.1187\/cbe.19-06-0113","journal-title":"CBE Life Sciences Education"},{"issue":"4","key":"e_1_3_2_19_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.15-03-0073","article-title":"The laboratory course assessment survey: A tool to measure three dimensions of research-course design","volume":"14","author":"Corwin L. A.","year":"2015","unstructured":"Corwin, L. A., Runyon, C., Robinson, A., & Dolan, E. L. (2015). The laboratory course assessment survey: A tool to measure three dimensions of research-course design. CBE Life Sciences Education, 14(4), 1\u201311. https:\/\/doi.org\/10.1187\/cbe.15-03-0073","journal-title":"CBE Life Sciences Education"},{"issue":"2","key":"e_1_3_2_20_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.17-07-0141","article-title":"Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates\u2019 research career intentions fully mediated by student ownership","volume":"17","author":"Corwin L. A.","year":"2018","unstructured":"Corwin, L. A., Runyon, C. R., Ghanem, E., Sandy, M., Clark, G., Palmer, G. C., \u2026 Dolan, E. L. (2018). Effects of discovery, iteration, and collaboration in laboratory courses on undergraduates\u2019 research career intentions fully mediated by student ownership. CBE Life Sciences Education, 17(2), 1\u201311. https:\/\/doi.org\/10.1187\/cbe.17-07-0141","journal-title":"CBE Life Sciences Education"},{"issue":"4","key":"e_1_3_2_21_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.19-01-0003","article-title":"Community college instructors\u2019 perceptions of constraints and affordances related to teaching quantitative biology skills and concepts","volume":"18","author":"Corwin L. A.","year":"2019","unstructured":"Corwin, L. A., Kiser, S., Lore, S. M., Miller, J. M., & Aikens, M. L. (2019). Community college instructors\u2019 perceptions of constraints and affordances related to teaching quantitative biology skills and concepts. CBE Life Sciences Education, 18(4), 1\u201313. https:\/\/doi.org\/10.1187\/cbe.19-01-0003","journal-title":"CBE Life Sciences Education"},{"key":"e_1_3_2_22_1","first-page":"1383711","volume-title":"Frontiers in Education","author":"Couch B. A.","year":"2024","unstructured":"Couch, B. A., Prevost, L. B., Stains, M., Marcy, A. E., Whitt, B., Hammerman, J. K. L., & Spiegel, A. N. (2024). STEM department chairs\u2019 perspectives on navigating teaching culture to influence instructional change: A four-frames model analysis. Frontiers in Education, 9, 1383711. https:\/\/doi.org\/10.3389\/feduc.2024.1383711"},{"key":"e_1_3_2_23_1","volume-title":"Qualitative inquiry and research design choosing among five approaches","author":"Creswell J. W.","year":"2018","unstructured":"Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design choosing among five approaches (4th ed.). Thousand Oaks: SAGE Publications Inc.","edition":"4"},{"key":"e_1_3_2_24_1","unstructured":"Dam R. F. & Teo Y. S. (2025). Personas \u2013 A Simple Introduction. Interaction Design Foundation - IxDF. Retrieved from https:\/\/www.interaction-design.org\/literature\/article\/personas-why-and-how-you-should-use-them"},{"issue":"3","key":"e_1_3_2_25_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.14-09-0153","article-title":"Modeling sources of teaching self-efficacy for science, technology, engineering, and mathematics graduate teaching assistants","volume":"14","author":"DeChenne S. E.","year":"2015","unstructured":"DeChenne, S. E., Koziol, N., Needham, M., & Enochs, L. (2015). Modeling sources of teaching self-efficacy for science, technology, engineering, and mathematics graduate teaching assistants. CBE Life Sciences Education, 14(3), 1\u201314. https:\/\/doi.org\/10.1187\/cbe.14-09-0153","journal-title":"CBE Life Sciences Education"},{"key":"e_1_3_2_26_1","doi-asserted-by":"crossref","DOI":"10.4324\/9781315795195","volume-title":"Place-based Curriculum Design: Exceeding Standards through Local Investigations","author":"Demarest A. B.","year":"2014","unstructured":"Demarest, A. B. (2014). Place-based Curriculum Design: Exceeding Standards through Local Investigations (1st ed.). New York: Routledge. https:\/\/doi.org\/10.4324\/9781315795195","edition":"1"},{"key":"e_1_3_2_27_1","author":"Delve","year":"2023","unstructured":"Delve, Ho, L., & Limpaecher, A. (2023c). What Is Consensus Coding and Split Coding in Qualitative Research? Retrieved from https:\/\/delvetool.com\/blog\/consensus-coding-split-coding","journal-title":"What Is Consensus Coding and Split Coding in Qualitative Research?"},{"issue":"3","key":"e_1_3_2_28_1","doi-asserted-by":"crossref","first-page":"181","DOI":"10.3102\/0013189X08331140","article-title":"Improving impact studies of teachers\u2019 professional development: Toward better conceptualizations and measures","volume":"38","author":"Desimone L. M.","year":"2009","unstructured":"Desimone, L. M. (2009). Improving impact studies of teachers\u2019 professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181\u2013199. https:\/\/doi.org\/10.3102\/0013189\u00d708331140","journal-title":"Educational Researcher"},{"key":"e_1_3_2_29_1","volume-title":"\u00a0National Academies of Sciences, Engineering, and Medicine.","author":"Dolan E. L.","year":"2016","unstructured":"Dolan, E. L. (2016). Course-based undergraduate research experiences: Current knowledge and future directions. \u00a0National Academies of Sciences, Engineering, and Medicine. https:\/\/sites.nationalacademies.org\/cs\/groups\/dbassesite\/documents\/webpage\/dbasse_177288.pdf"},{"issue":"2","key":"e_1_3_2_30_1","doi-asserted-by":"crossref","first-page":"246","DOI":"10.1111\/jade.12455","article-title":"Persona design: Representativeness and empathy through cultural integration","volume":"42","author":"Dreamson N.","year":"2023","unstructured":"Dreamson, N., Rhee, J., Han, J., Lee, M., & Ro, Y. (2023). Persona design: Representativeness and empathy through cultural integration. International Journal of Art and Design Education, 42(2), 246\u2013260. https:\/\/doi.org\/10.1111\/jade.12455","journal-title":"International Journal of Art and Design Education"},{"key":"e_1_3_2_31_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.24-01-0015"},{"key":"e_1_3_2_32_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.25-05-0085"},{"issue":"2","key":"e_1_3_2_33_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1128\/jmbe.v21i2.2127","article-title":"Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies","volume":"21","author":"Durham M. F.","year":"2020","unstructured":"Durham, M. F., Arag\u00f3n, O. R., Bathgate, M. E., Bobrownicki, A., Cavanagh, A. J., Chen, X., \u2026 Couch, B. A. (2020). Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies. Journal of Microbiology & Biology Education, 21(2), 1\u20138. https:\/\/doi.org\/10.1128\/jmbe.v21i2.2127","journal-title":"Journal of Microbiology & Biology Education"},{"issue":"1","key":"e_1_3_2_34_1","doi-asserted-by":"crossref","first-page":"29","DOI":"10.1080\/00219266.2011.568063","article-title":"The field course effect: Gains in cognitive learning in undergraduate biology students following a field course","volume":"46","author":"Easton E.","year":"2012","unstructured":"Easton, E., & Gilburn, A. (2012). The field course effect: Gains in cognitive learning in undergraduate biology students following a field course. Journal of Biological Education, 46(1), 29\u201335. https:\/\/doi.org\/10.1080\/00219266.2011.568063","journal-title":"Journal of Biological Education"},{"issue":"2","key":"e_1_3_2_35_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.14-12-0222","article-title":"Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development","volume":"14","author":"Ebert-May D.","year":"2015","unstructured":"Ebert-May, D., Derting, T. L., Henkel, T. P., Maher, J. M., Momsen, J. L., Arnold, B., & Passmore, H. A. (2015). Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development. CBE Life Sciences Education, 14(2). https:\/\/doi.org\/10.1187\/cbe.14-12-0222","journal-title":"CBE Life Sciences Education"},{"issue":"4","key":"e_1_3_2_36_1","doi-asserted-by":"crossref","first-page":"391","DOI":"10.1177\/00915521221111474","article-title":"Fostering communities of practice among community college science faculty","volume":"50","author":"Eddy P. L.","year":"2022","unstructured":"Eddy, P. L., Hao, Y., Iverson, E., & Macdonald, R. H. (2022). Fostering communities of practice among community college science faculty. Community College Review, 50(4), 391\u2013414. https:\/\/doi.org\/10.1177\/00915521221111474","journal-title":"Community College Review"},{"key":"e_1_3_2_37_1","doi-asserted-by":"publisher","DOI":"10.1126\/sciadv.aba2091"},{"key":"e_1_3_2_38_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.19-04-0082"},{"issue":"3","key":"e_1_3_2_39_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.16-01-0038","article-title":"Improving underrepresented minority student persistence in stem","volume":"15","author":"Estrada M.","year":"2016","unstructured":"Estrada, M., Burnett, M., Campbell, A. G., Campbell, P. B., Denetclaw, W. F., Guti\u00e9rrez, C. G., \u2026 Zavala, M. E. (2016). Improving underrepresented minority student persistence in stem. CBE Life Sciences Education, 15(3), 1\u201310. https:\/\/doi.org\/10.1187\/cbe.16-01-0038","journal-title":"CBE Life Sciences Education"},{"issue":"2","key":"e_1_3_2_40_1","first-page":"66","article-title":"Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip","volume":"19","author":"Feig A. D.","year":"2019","unstructured":"Feig, A. D., Atchison, C. L., Stokes, A., & Gilley, B. (2019). Achieving inclusive field-based education: Results and recommendations from an accessible geoscience field trip. Journal of the Scholarship of Teaching and Learning, 19(2), 66\u201387. https:\/\/doi.org\/10.14434\/josotl.v19i1.23455","journal-title":"Journal of the Scholarship of Teaching and Learning"},{"key":"e_1_3_2_41_1","doi-asserted-by":"publisher","DOI":"10.1093\/biosci\/bix036"},{"issue":"8","key":"e_1_3_2_42_1","doi-asserted-by":"crossref","first-page":"1766","DOI":"10.1080\/19415257.2024.2409779","article-title":"Metacognitive instruction: Central aspects of pre-service and novice in-service teachers\u2019 knowledge and professional development","volume":"51","author":"Fono D.","year":"2024","unstructured":"Fono, D., & Zohar, A. (2024). Metacognitive instruction: Central aspects of pre-service and novice in-service teachers\u2019 knowledge and professional development. Professional Development in Education, 51(8), 1766\u20131789. https:\/\/doi.org\/10.1080\/19415257.2024.2409779","journal-title":"Professional Development in Education"},{"issue":"3","key":"e_1_3_2_43_1","doi-asserted-by":"crossref","first-page":"170","DOI":"10.5539\/hes.v14n3p170","article-title":"A multiple case study of teaching-focused professional development programs offered at three different types of US institutions of higher education","volume":"14","author":"Fortener H.","year":"2024","unstructured":"Fortener, H., Arthurs, L. A., Shabram, P., Lu, P., Cheng, C.-L., Plaza-Torres, S., & Flaagan, C. (2024). A multiple case study of teaching-focused professional development programs offered at three different types of US institutions of higher education. Higher Education Studies, 14(3), 170. https:\/\/doi.org\/10.5539\/hes.v14n3p170","journal-title":"Higher Education Studies"},{"issue":"4","key":"e_1_3_2_44_1","doi-asserted-by":"crossref","first-page":"915","DOI":"10.3102\/00028312038004915","article-title":"What makes professional development effective? Results from a national sample of teachers","volume":"38","author":"Garet M. S.","year":"2001","unstructured":"Garet, M. S., Porter, A. C., Desimone, L., & Birman, B. F. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915\u2013945.","journal-title":"American Educational Research Journal"},{"key":"e_1_3_2_45_1","doi-asserted-by":"publisher","DOI":"10.1002\/ece3.7009"},{"key":"e_1_3_2_46_1","article-title":"Pedagogical Content Knowledge: An introduction and orientation","volume":"6","author":"Gess-Newsome J.","year":"1999","unstructured":"Gess-Newsome, J. (1999). Pedagogical Content Knowledge: An introduction and orientation. In Gess-Newsome, J., Lederman, N. G. (eds) Examining Pedagogical Content Knowledge. Science & Technology Education Library, vol 6. Springer, Dordrecht. https:\/\/doi.org\/10.1007\/0-306-47217-1_1","journal-title":"Examining Pedagogical Content Knowledge. Science & Technology Education Library"},{"key":"e_1_3_2_47_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.18-03-0036"},{"key":"e_1_3_2_48_1","doi-asserted-by":"publisher","DOI":"10.1126\/science.1240487"},{"issue":"1","key":"e_1_3_2_49_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.20-07-0149","article-title":"Is this science? Students\u2019 experiences of failure make a research-based course feel authentic","volume":"20","author":"Goodwin E. C.","year":"2021","unstructured":"Goodwin, E. C., Anokhin, V., Gray, M. J., Zajic, D. E., Podrabsky, J. E., & Shortlidge, E. E. (2021). Is this science? Students\u2019 experiences of failure make a research-based course feel authentic. CBE Life Sciences Education, 20(1), 1\u201315. https:\/\/doi.org\/10.1187\/cbe.20-07-0149","journal-title":"CBE Life Sciences Education"},{"key":"e_1_3_2_50_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.21829"},{"key":"e_1_3_2_51_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.12-04-0043"},{"key":"e_1_3_2_52_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.13-06-0123"},{"key":"e_1_3_2_53_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1718188115"},{"key":"e_1_3_2_54_1","doi-asserted-by":"crossref","DOI":"10.3389\/feduc.2024.1442306","article-title":"The professional identity of STEM faculty as instructors of course-based research experiences","volume":"9","author":"Hanauer D.","year":"2024","unstructured":"Hanauer, D., Alvey, R., An, P., Bancroft, C., Butela, K., Coleman, S., \u2026 Sivanathan, V. (2024). The professional identity of STEM faculty as instructors of course-based research experiences. Frontiers in Education, 9(October). https:\/\/doi.org\/10.3389\/feduc.2024.1442306","journal-title":"Frontiers in Education"},{"key":"e_1_3_2_55_1","doi-asserted-by":"publisher","DOI":"10.1002\/tea.20439"},{"issue":"46","key":"e_1_3_2_56_1","doi-asserted-by":"crossref","first-page":"16385","DOI":"10.1073\/pnas.0403723101","article-title":"Groups of diverse problem solvers can outperform groups of high-ability problem solvers","volume":"101","author":"Hong L.","year":"2004","unstructured":"Hong, L., & Page, S. E. (2004). Groups of diverse problem solvers can outperform groups of high-ability problem solvers. Proceedings of the National Academy of Sciences of the United States of America, 101(46), 16385\u201316389. https:\/\/doi.org\/10.1073\/pnas.0403723101","journal-title":"Proceedings of the National Academy of Sciences of the United States of America"},{"key":"e_1_3_2_57_1","unstructured":"Hora M. T. & Ferrare J. J. (2014). Teaching Dimensions Observation Protocol (Tdop) 2. 0. Madison: Wisconsin Center for Education Research February 1\u20139."},{"issue":"1","key":"e_1_3_2_58_1","doi-asserted-by":"crossref","first-page":"5","DOI":"10.21061\/jte.v32i1.a.1","article-title":"Promoting preservice STEM education teachers\u2019 metacognitive awareness: Professional development designed to improve teacher metacognitive awareness","volume":"32","author":"Hughes A. J.","year":"2020","unstructured":"Hughes, A. J., & Partida, E. (2020). Promoting preservice STEM education teachers\u2019 metacognitive awareness: Professional development designed to improve teacher metacognitive awareness. Journal of Technology Education, 32(1), 5\u201320. https:\/\/doi.org\/10.21061\/jte.v32i1.a.1","journal-title":"Journal of Technology Education"},{"issue":"3","key":"e_1_3_2_59_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.21-02-0037","article-title":"Professional development, shifting perspectives, and instructional change among community college anatomy and physiology instructors","volume":"20","author":"Hyson A. R.","year":"2021","unstructured":"Hyson, A. R., Bonham, B., Hood, S., Deutschman, M. C., Seithers, L. C., Hull, K., & Jensen, M. (2021). Professional development, shifting perspectives, and instructional change among community college anatomy and physiology instructors. CBE Life Sciences Education, 20(3), 1\u201313. https:\/\/doi.org\/10.1187\/cbe.21-02-0037","journal-title":"CBE Life Sciences Education"},{"issue":"1","key":"e_1_3_2_60_1","doi-asserted-by":"crossref","first-page":"22","DOI":"10.1186\/s40594-022-00340-4","article-title":"Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program","volume":"9","author":"Jackson M. A.","year":"2022","unstructured":"Jackson, M. A., Moon, S., Doherty, J. H., & Wenderoth, M. P. (2022). Which evidence-based teaching practices change over time? Results from a university-wide STEM faculty development program. International Journal of STEM Education, 9(1), 22. https:\/\/doi.org\/10.1186\/s40594-022-00340-4","journal-title":"International Journal of STEM Education"},{"key":"e_1_3_2_61_1","doi-asserted-by":"crossref","unstructured":"Jaeger D. M. Bilinski T. Dunbar-Wallis A. Alam I. & Corwin L. A. (2024). The Power of Place: A Course-Based Undergraduate Research Experience Studying Urban Ecology Local Apple Trees and Disease Susceptibility. 11.","DOI":"10.24918\/cs.2024.2"},{"issue":"1","key":"e_1_3_2_62_1","doi-asserted-by":"crossref","first-page":"ar13","DOI":"10.1187\/cbe.24-01-0016","article-title":"Measuring STEM instructors\u2019 learning of and growth in inclusive teaching: Development and evaluation of the STEM faculty inclusive teaching survey (FITS)","volume":"24","author":"Johnson-Ojeda V.","year":"2025","unstructured":"Johnson-Ojeda, V., Hill, L. B., Shin, S. Y., York, A. M., & Frey, R. F. (2025). Measuring STEM instructors\u2019 learning of and growth in inclusive teaching: Development and evaluation of the STEM faculty inclusive teaching survey (FITS). CBE Life Sciences Education, 24(1), ar13. https:\/\/doi.org\/10.1187\/cbe.24-01-0016","journal-title":"CBE Life Sciences Education"},{"issue":"2","key":"e_1_3_2_63_1","doi-asserted-by":"crossref","first-page":"24","DOI":"10.2505\/4\/jcst19_049_02_24","article-title":"Promoting STEM Persistence Through an Innovative Field Trip-Based First-Year Experience Course","volume":"49","author":"Kamen E.","year":"2019","unstructured":"Kamen, E., & Leri, A. (2019). Promoting STEM Persistence Through an Innovative Field Trip-Based First-Year Experience Course. Journal of College Science Teaching, 49(2), 24\u201331. https:\/\/doi.org\/10.2505\/4\/jcst19_049_02_24","journal-title":"Journal of College Science Teaching"},{"issue":"1","key":"e_1_3_2_64_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-020-00211-w","article-title":"Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice","volume":"7","author":"Kelley T. R.","year":"2020","unstructured":"Kelley, T. R., Knowles, J. G., Holland, J. D., & Han, J. (2020). Increasing high school teachers self-efficacy for integrated STEM instruction through a collaborative community of practice. International Journal of STEM Education, 7(1). https:\/\/doi.org\/10.1186\/s40594-020-00211-w","journal-title":"International Journal of STEM Education"},{"issue":"1","key":"e_1_3_2_65_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-023-00405-y","article-title":"Accelerating STEM education reform: Linked communities of practice promote creation of open educational resources and sustainable professional development","volume":"10","author":"Kleinschmit A. J.","year":"2023","unstructured":"Kleinschmit, A. J., Rosenwald, A., Ryder, E. F., Donovan, S., Murdoch, B., Grandgenett, N. F., \u2026 Morgan, W. (2023). Accelerating STEM education reform: Linked communities of practice promote creation of open educational resources and sustainable professional development. International Journal of STEM Education, 10(1). https:\/\/doi.org\/10.1186\/s40594-023-00405-y","journal-title":"International Journal of STEM Education"},{"issue":"3","key":"e_1_3_2_66_1","doi-asserted-by":"crossref","first-page":"13","DOI":"10.1177\/002205741319300303","article-title":"What is technological pedagogical content knowledge (TPACK)?","volume":"193","author":"Koehler M. J.","year":"2009","unstructured":"Koehler, M. J., Mishra, P., & Cain, W. (2009). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13\u201319. https:\/\/doi.org\/10.1177\/002205741319300303","journal-title":"Journal of Education"},{"key":"e_1_3_2_67_1","doi-asserted-by":"crossref","DOI":"10.1017\/CBO9780511815355","volume-title":"Situated learning: Legitimate peripheral partici- pation","author":"Lave J.","year":"1991","unstructured":"Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral partici- pation. Cambridge, UK: Cambridge University Press."},{"issue":"4","key":"e_1_3_2_68_1","first-page":"35","article-title":"A scoping review of field courses and student outcomes","volume":"27","author":"Macy T.","year":"2022","unstructured":"Macy, T., Raudsepp-Hearne, C., Beaudette, L., Cardille, J., & Green, D. (2022). A scoping review of field courses and student outcomes. Ecology and Society, 27(4), 35. https:\/\/doi.org\/10.5751\/ES-13501-270435","journal-title":"Ecology and Society"},{"issue":"4","key":"e_1_3_2_69_1","doi-asserted-by":"crossref","first-page":"532","DOI":"10.1080\/03098265.2020.1771683","article-title":"Students\u2019 negotiations of belonging in geoscience: Experiences of faculty\u2013student interactions when entering university","volume":"44","author":"Malm R. H.","year":"2020","unstructured":"Malm, R. H., Madsen, L. M., & Lundmark, A. M. (2020). Students\u2019 negotiations of belonging in geoscience: Experiences of faculty\u2013student interactions when entering university. Journal of Geography in Higher Education, 44(4), 532\u2013549. https:\/\/doi.org\/10.1080\/03098265.2020.1771683","journal-title":"Journal of Geography in Higher Education"},{"issue":"3","key":"e_1_3_2_70_1","first-page":"40","article-title":"College STEM faculty teaching practices: The influence of a professional development","volume":"26","author":"Mataka L. M.","year":"2022","unstructured":"Mataka, L. M., Saderholm, J. C., & Hodge, T. T. (2022). College STEM faculty teaching practices: The influence of a professional development. Electronic Journal for Research in Science & Mathematics Education, 26(3), 40\u201356.","journal-title":"Electronic Journal for Research in Science & Mathematics Education"},{"issue":"3","key":"e_1_3_2_71_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.16-08-0241","article-title":"What motivates biology instructors to engage and persist in teaching professional development?","volume":"16","author":"McCourt J. S.","year":"2017","unstructured":"McCourt, J. S., Andrews, T. C., Knight, J. K., Merrill, J. E., Nehm, R. H., Pelletreau, K. N., \u2026 Lemons, P. P. (2017). What motivates biology instructors to engage and persist in teaching professional development? CBE Life Sciences Education, 16(3), 1\u201314. https:\/\/doi.org\/10.1187\/cbe.16-08-0241","journal-title":"CBE Life Sciences Education"},{"issue":"3","key":"e_1_3_2_72_1","first-page":"1","article-title":"Immersive in-person field courses during the pandemic: Minimizing risk while maximizing efficacy","volume":"103","author":"McLaughlin J.","year":"2022","unstructured":"McLaughlin, J. (2022). Immersive in-person field courses during the pandemic: Minimizing risk while maximizing efficacy. The Bulletin of the Ecological Society of America, 103(3), 1\u201319. https:\/\/doi.org\/10.1002\/bes2.1984","journal-title":"The Bulletin of the Ecological Society of America"},{"key":"e_1_3_2_73_1","volume-title":"Learning as transformation: Critical perspectives on a theory in progress","author":"Mezirow J.","year":"2000","unstructured":"Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey Bass."},{"issue":"6","key":"e_1_3_2_74_1","doi-asserted-by":"crossref","first-page":"1017","DOI":"10.1111\/j.1467-9620.2006.00684.x","article-title":"Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge","volume":"108","author":"Mishra P.","year":"2006","unstructured":"Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017\u20131054.","journal-title":"Teachers College Record"},{"issue":"3","key":"e_1_3_2_75_1","doi-asserted-by":"crossref","DOI":"10.1128\/jmbe.00051-22","article-title":"Gains in scientfc identity, scientfc self-efficacy, and career intent distinguish upper-level CUREs from traditional experiences in the classroom","volume":"23","author":"Newell M. J.","year":"2022","unstructured":"Newell, M. J., & Ulrich, P. N. (2022). Gains in scientfc identity, scientfc self-efficacy, and career intent distinguish upper-level CUREs from traditional experiences in the classroom. Journal of Microbiology and Biology Education, 23(3). https:\/\/doi.org\/10.1128\/jmbe.00051-22","journal-title":"Journal of Microbiology and Biology Education"},{"issue":"1","key":"e_1_3_2_76_1","first-page":"89","article-title":"Pre-service environmental educators\u2019 learning through field-based instruction","volume":"30","author":"Nielsen L. M.","year":"2024","unstructured":"Nielsen, L. M., & Tisdal, C. A. (2024). Pre-service environmental educators\u2019 learning through field-based instruction. Environmental Education Research, 30(1), 89\u2013107. https:\/\/doi.org\/10.1007\/s44217-025-00572-w","journal-title":"Environmental Education Research"},{"issue":"1","key":"e_1_3_2_77_1","article-title":"Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops","volume":"7","author":"O'Leary E. S.","year":"2020","unstructured":"O'Leary, E. S., Shapiro, C., Toma, S., Sayson, H. W., Levis-Fitzgerald, M., Johnson, T., & Sork, V. L. (2020). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops. International Journal of STEM Education, 7(1). https:\/\/doi.org\/10.1186\/s40594-020-00230-7","journal-title":"International Journal of STEM Education"},{"issue":"4","key":"e_1_3_2_78_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.15-11-0228","article-title":"Development and evaluation of the tigriopus course-based undergraduate research experience: Impacts on students\u2019 content knowledge, attitudes, and motivation in a majors\u2019 introductory biology course","volume":"15","author":"Olimpo J. T.","year":"2016","unstructured":"Olimpo, J. T., Fisher, G. R., & Dechenne-Peters, S. E. (2016). Development and evaluation of the tigriopus course-based undergraduate research experience: Impacts on students\u2019 content knowledge, attitudes, and motivation in a majors\u2019 introductory biology course. CBE Life Sciences Education, 15(4). https:\/\/doi.org\/10.1187\/cbe.15-11-0228","journal-title":"CBE Life Sciences Education"},{"issue":"3","key":"e_1_3_2_79_1","first-page":"296","article-title":"Self-efficacy in academic settings","volume":"11","author":"Pajares F.","year":"1995","unstructured":"Pajares, F. (1995). Self-efficacy in academic settings. Tetrahedron Letters, 11(3), 296\u2013300.","journal-title":"Tetrahedron Letters"},{"issue":"2","key":"e_1_3_2_80_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.17-12-0260","article-title":"A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions","volume":"17","author":"Pelletreau K. N.","year":"2018","unstructured":"Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J. S., Merrill, J. E., Nehm, R. H., \u2026 Smith, M. K. (2018). A faculty professional development model that improves student learning, encourages active-learning instructional practices, and works for faculty at multiple institutions. CBE Life Sciences Education, 17(2). https:\/\/doi.org\/10.1187\/cbe.17-12-0260","journal-title":"CBE Life Sciences Education"},{"key":"e_1_3_2_81_1","volume-title":"The persona lifecycle: Keeping people in mind throughout product design","author":"Pruitt J.","year":"2006","unstructured":"Pruitt, J., & Adlin, T. (2006). The persona lifecycle: Keeping people in mind throughout product design. Amsterdam: Elsevier."},{"key":"e_1_3_2_82_1","doi-asserted-by":"crossref","unstructured":"Pruitt J. & Grudin J. (2003). Personas: Practice and theory. Proceedings of the 2003 Conference on Designing for User Experiences DUX \u201903 1\u201315. https:\/\/doi.org\/10.1145\/997078.997089","DOI":"10.1145\/997078.997089"},{"key":"e_1_3_2_83_1","doi-asserted-by":"publisher","DOI":"10.1002\/ece3.7209"},{"key":"e_1_3_2_84_1","doi-asserted-by":"publisher","DOI":"10.1093\/icb\/icab121"},{"key":"e_1_3_2_85_1","doi-asserted-by":"crossref","DOI":"10.3389\/fpsyg.2022.913219","article-title":"Metacognitive Strategies and Development of Critical Thinking in Higher Education","volume":"13","author":"Rivas S. F.","year":"2022","unstructured":"Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and Development of Critical Thinking in Higher Education. Frontiers in Psychology, 13(June). https:\/\/doi.org\/10.3389\/fpsyg.2022.913219","journal-title":"Frontiers in Psychology"},{"issue":"2","key":"e_1_3_2_86_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.16-03-0117","article-title":"Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees","volume":"15","author":"Rodenbusch S. E.","year":"2016","unstructured":"Rodenbusch, S. E., Hernandez, P. R., Simmons, S. L., & Dolan, E. L. (2016). Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees. CBE Life Sciences Education, 15(2), 1\u201310. https:\/\/doi.org\/10.1187\/cbe.16-03-0117","journal-title":"CBE Life Sciences Education"},{"issue":"1","key":"e_1_3_2_87_1","doi-asserted-by":"crossref","first-page":"51","DOI":"10.2307\/1495395","article-title":"Teacher Efficacy and the Effects of Coaching on Student Achievement","volume":"17","author":"Ross J. A.","year":"1992","unstructured":"Ross, J. A. (1992). Teacher Efficacy and the Effects of Coaching on Student Achievement. Canadian Journal of Education\/Revue Canadienne de l\u2019\u00e9ducation, 17(1), 51. https:\/\/doi.org\/10.2307\/1495395","journal-title":"Canadian Journal of Education\/Revue Canadienne de l\u2019\u00e9ducation"},{"issue":"1","key":"e_1_3_2_88_1","doi-asserted-by":"crossref","first-page":"50","DOI":"10.3200\/JOER.101.1.50-60","article-title":"Professional development effects on teacher efficacy: Results of randomized field trial","volume":"101","author":"Ross J.","year":"2007","unstructured":"Ross, J., & Bruce, C. (2007). Professional development effects on teacher efficacy: Results of randomized field trial. Journal of Educational Research, 101(1), 50\u201360. https:\/\/doi.org\/10.3200\/JOER.101.1.50-60","journal-title":"Journal of Educational Research"},{"key":"e_1_3_2_89_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.24-02-0080"},{"issue":"8","key":"e_1_3_2_90_1","doi-asserted-by":"crossref","DOI":"10.1002\/ece3.71981","article-title":"The Role of Place in Fostering Belonging and Science Identity Development for Incoming Ecology and Evolutionary Biology Graduate Students: Perspectives From a Two-Year Program Evaluation","volume":"15","author":"Saha S.","year":"2025","unstructured":"Saha, S., McKenzie, V., Emery, N., Resasco, J., Taylor, S., Krishnan, S., & Corwin, L. A. (2025). The Role of Place in Fostering Belonging and Science Identity Development for Incoming Ecology and Evolutionary Biology Graduate Students: Perspectives From a Two-Year Program Evaluation. Ecology and Evolution, 15(8). https:\/\/doi.org\/10.1002\/ece3.71981","journal-title":"Ecology and Evolution"},{"key":"e_1_3_2_91_1","volume-title":"The coding manual for qualitative researchers","author":"Salda\u00f1a J.","year":"2016","unstructured":"Salda\u00f1a, J. (2016). The coding manual for qualitative researchers (3rd ed.). London: Sage.","edition":"3"},{"issue":"1","key":"e_1_3_2_92_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-017-0082-3","article-title":"Required peer-cooperative learning improves retention of STEM majors","volume":"4","author":"Salomone M.","year":"2017","unstructured":"Salomone, M., & Kling, T. (2017). Required peer-cooperative learning improves retention of STEM majors. International Journal of STEM Education, 4(1). https:\/\/doi.org\/10.1186\/s40594-017-0082-3","journal-title":"International Journal of STEM Education"},{"key":"e_1_3_2_93_1","unstructured":"Scherf L. (2018). Retrieved from https:\/\/ies.ed.gov\/ncee\/edlabs\/regions\/pacific\/blogs\/blog2_DistinguishingProfLearning asp. Retrieved on March 1 2024."},{"key":"e_1_3_2_94_1","unstructured":"Schilling M. R. Paradise T. Grohs J. R. Matusovich H. M. Carrico C. Lesko H. L. & Kirk G. R. (2020). Changes in teacher self-efficacy through engagement in an engineering professional development partnership (RTP). ASEE Annual Conference and Exposition Conference Proceedings 2020-June. https:\/\/doi.org\/10.18260\/1-2\u201334272"},{"key":"e_1_3_2_95_1","doi-asserted-by":"crossref","first-page":"2641","DOI":"10.1007\/978-1-4419-1428-6_1739","volume-title":"Encyclopedia of the sciences of learning","author":"Semken S.","year":"2012","unstructured":"Semken, S. (2012). Place-based teaching and learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 2641\u20132642). Boston, MA: Springer. https:\/\/doi.org\/10.1007\/978-1-4419-1428-6_1739"},{"issue":"4","key":"e_1_3_2_96_1","doi-asserted-by":"crossref","first-page":"542","DOI":"10.5408\/17-276.1","article-title":"Place-Based Edu- cation in Geoscience: Theory, Research, Practice, and Assessment","volume":"65","author":"Semken S.","year":"2017","unstructured":"Semken, S., Ward, E. G., Moosavi, S., & Chinn, P. W. U. (2017). Place-Based Edu- cation in Geoscience: Theory, Research, Practice, and Assessment. Jour- nal of Geoscience Education, 65(4), 542\u2013562. https:\/\/doi.org\/10.5408\/17-276.1","journal-title":"Jour- nal of Geoscience Education"},{"key":"e_1_3_2_97_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.21-08-0201"},{"key":"e_1_3_2_98_1","doi-asserted-by":"publisher","DOI":"10.1093\/biosci\/biac070"},{"issue":"2","key":"e_1_3_2_99_1","doi-asserted-by":"crossref","first-page":"414","DOI":"10.3102\/0013189X015002004","article-title":"Those Who: Knowledge Growth in Teaching","volume":"15","author":"Shulman L. S.","year":"1986","unstructured":"Shulman, L. S. (1986). Those Who: Knowledge Growth in Teaching. Educational Researcher, 15(2), 414.","journal-title":"Educational Researcher"},{"key":"e_1_3_2_100_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.heliyon.2021.e06704"},{"key":"e_1_3_2_101_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-012-9199-6"},{"issue":"2","key":"e_1_3_2_102_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1187\/cbe.20-12-0289","article-title":"Fostering metacognition to support student learning and performance","volume":"20","author":"Stanton J. D.","year":"2021","unstructured":"Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sciences Education, 20(2), 1\u20137. https:\/\/doi.org\/10.1187\/cbe.20-12-0289","journal-title":"CBE Life Sciences Education"},{"key":"e_1_3_2_103_1","doi-asserted-by":"crossref","first-page":"101415","DOI":"10.1016\/j.tsc.2023.101415","article-title":"Examining the effects of creativity, collaboration, creative diversity and autonomy on team creative performance","volume":"50","author":"Stolaki A.","year":"2023","unstructured":"Stolaki, A., Satratzemi, M., & Xinogalos, S. (2023). Examining the effects of creativity, collaboration, creative diversity and autonomy on team creative performance. Thinking Skills and Creativity, 50(October), 101415. https:\/\/doi.org\/10.1016\/j.tsc.2023.101415","journal-title":"Thinking Skills and Creativity"},{"issue":"1","key":"e_1_3_2_104_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-019-0185-0","article-title":"The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): Development and exploratory results","volume":"6","author":"Sturtevant H.","year":"2019","unstructured":"Sturtevant, H., & Wheeler, L. (2019). The STEM Faculty Instructional Barriers and Identity Survey (FIBIS): Development and exploratory results. International Journal of STEM Education, 6(1). https:\/\/doi.org\/10.1186\/s40594-019-0185-0","journal-title":"International Journal of STEM Education"},{"key":"e_1_3_2_105_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10755-014-9286-3"},{"issue":"1","key":"e_1_3_2_106_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-019-0180-5","article-title":"Sustaining pedagogical change via faculty learning community","volume":"6","author":"Tinnell T. L.","year":"2019","unstructured":"Tinnell, T. L., Ralston, P. A. S., Tretter, T. R., & Mills, M. E. (2019). Sustaining pedagogical change via faculty learning community. International Journal of STEM Education, 6(1). https:\/\/doi.org\/10.1186\/s40594-019-0180-5","journal-title":"International Journal of STEM Education"},{"issue":"1","key":"e_1_3_2_107_1","doi-asserted-by":"crossref","first-page":"9","DOI":"10.3998\/tia.2044","article-title":"Learning communities promote pedagogical metacognition in higher education faculty","volume":"42","author":"Tocco A. J.","year":"2023","unstructured":"Tocco, A. J., Mehrhoff, L. A., Osborn, H. M., McCartin, L. F., & Jameson, M. M. (2023). Learning communities promote pedagogical metacognition in higher education faculty. To Improve the Academy: A Journal of Educational Development, 42(1): 9. https:\/\/doi.org\/10.3998\/tia.2044","journal-title":"To Improve the Academy: A Journal of Educational Development"},{"issue":"1","key":"e_1_3_2_108_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1186\/s40594-018-0154-z","article-title":"Evidence that communities of practice are associated with active learning in large STEM lectures","volume":"6","author":"Tomkin J. H.","year":"2019","unstructured":"Tomkin, J. H., Beilstein, S. O., Morphew, J. W., & Herman, G. L. (2019). Evidence that communities of practice are associated with active learning in large STEM lectures. International Journal of STEM Education, 6(1), 1\u201315. https:\/\/doi.org\/10.1186\/s40594-018-0154-z","journal-title":"International Journal of STEM Education"},{"issue":"1","key":"e_1_3_2_109_1","article-title":"Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds","volume":"4","author":"Trujillo G.","year":"2015","unstructured":"Trujillo, G., Aguinaldo, P. G., Anderson, C., Bustamante, J., Gelsinger, D. R., Pastor, M. J., \u2026 Riggs, B. (2015). Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds. Perspectives on Undergraduate Research and Mentoring: PURM, 4(1). Retrieved from http:\/\/www.ncbi.nlm.nih.gov\/pubmed\/27668127","journal-title":"Perspectives on Undergraduate Research and Mentoring: PURM"},{"issue":"7","key":"e_1_3_2_110_1","doi-asserted-by":"crossref","first-page":"783","DOI":"10.1016\/S0742-051X(01)00036-1","article-title":"Teacher efficacy: Capturing an elusive construct","volume":"17","author":"Tschannen-Moran M.","year":"2001","unstructured":"Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783\u2013805.","journal-title":"Teaching and Teacher Education"},{"issue":"6","key":"e_1_3_2_111_1","doi-asserted-by":"crossref","first-page":"1","DOI":"10.1002\/ece3.8985","article-title":"Cultivating scientific literacy and a sense of place through course-based urban ecology research","volume":"12","author":"Valliere J. M.","year":"2022","unstructured":"Valliere, J. M. (2022). Cultivating scientific literacy and a sense of place through course-based urban ecology research. Ecology and Evolution, 12(6), 1\u201317. https:\/\/doi.org\/10.1002\/ece3.8985","journal-title":"Ecology and Evolution"},{"issue":"6","key":"e_1_3_2_112_1","doi-asserted-by":"crossref","first-page":"673","DOI":"10.1002\/(SICI)1098-2736(199808)35:6<673::AID-TEA5>3.0.CO;2-J","article-title":"Developing science teachers\u2019 pedagogical content knowledge","volume":"35","author":"van Driel J. H.","year":"1998","unstructured":"van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers\u2019 pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673\u2013695.","journal-title":"Journal of Research in Science Teaching"},{"key":"e_1_3_2_113_1","volume-title":"Teaching and Teacher Education","author":"Vescio V.","year":"2008","unstructured":"Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1). https:\/\/doi.org\/10.1016\/j.tate.2007.01.004"},{"key":"e_1_3_2_114_1","volume-title":"Case Study Research: Design and Methods","author":"Yin R. K.","year":"2009","unstructured":"Yin, R. K. (2009). Case Study Research: Design and Methods (4th ed.). Thousand Oaks, CA: Sage Publications.","edition":"4"},{"key":"e_1_3_2_115_1","volume-title":"Case Study Research and Applications: Design and Methods","author":"Yin R. K.","year":"2018","unstructured":"Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (6th ed.). Thousand Oaks, CA: Sage.","edition":"6"},{"issue":"4","key":"e_1_3_2_116_1","doi-asserted-by":"crossref","DOI":"10.1187\/cbe.19-06-0114","article-title":"Through the eyes of faculty: Using personas as a tool for learner-centered professional development","volume":"18","author":"Zagallo P.","year":"2019","unstructured":"Zagallo, P., McCourt, J., Idsardi, R., Smith, M. K., Urban-Lurain, M., Andrews, T. C., \u2026 Lemons, P. P. (2019). Through the eyes of faculty: Using personas as a tool for learner-centered professional development. CBE Life Sciences Education, 18(4). https:\/\/doi.org\/10.1187\/cbe.19-06-0114","journal-title":"CBE Life Sciences Education"},{"issue":"1","key":"e_1_3_2_117_1","doi-asserted-by":"crossref","DOI":"10.1186\/s40594-016-0043-2","article-title":"Increasing STEM success: A near-peer mentoring program in the physical sciences","volume":"3","author":"Zaniewski A. M.","year":"2016","unstructured":"Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1). https:\/\/doi.org\/10.1186\/s40594-016-0043-2","journal-title":"International Journal of STEM Education"},{"key":"e_1_3_2_118_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.tree.2020.08.005"},{"key":"e_1_3_2_119_1","doi-asserted-by":"crossref","first-page":"1091017","DOI":"10.3389\/fpsyg.2022.1091017","article-title":"The relationship between teachers \u2019 information technology integration self-efficacy and TPACK: A meta-analysis","volume":"13","author":"Zeng Y.","year":"2022","unstructured":"Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers \u2019 information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 13, 1091017. https:\/\/doi.org\/10.3389\/fpsyg.2022.1091017","journal-title":"Frontiers in Psychology"},{"issue":"4","key":"e_1_3_2_120_1","doi-asserted-by":"crossref","first-page":"720","DOI":"10.1111\/josi.12191","article-title":"From deficiency to strength: Shifting the mindset about education inequality","volume":"72","author":"Zhao Y.","year":"2016","unstructured":"Zhao, Y. (2016). From deficiency to strength: Shifting the mindset about education inequality. Journal of Social Issues, 72(4), 720\u2013739. https:\/\/doi.org\/10.1111\/josi.12191","journal-title":"Journal of Social Issues"},{"issue":"3","key":"e_1_3_2_121_1","first-page":"1","article-title":"High school teachers\u2019 self-efficacy in teaching computer science","volume":"20","author":"Zhou N.","year":"2020","unstructured":"Zhou, N., Nguyen, H., Fischer, C., Richardson, D., & Warschauer, M. (2020). High school teachers\u2019 self-efficacy in teaching computer science. ACM Transactions on Computing Education, 20(3), 1\u201318. https:\/\/doi.org\/10.1145\/3410631","journal-title":"ACM Transactions on Computing Education"}],"container-title":["CBE\u2014Life Sciences Education"],"original-title":[],"language":"en","deposited":{"date-parts":[[2026,10,23]],"date-time":"2026-10-23T17:14:08Z","timestamp":1792775648000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.lifescied.org\/doi\/10.1187\/cbe.25-10-0224"}},"subtitle":[],"editor":[{"given":"Colin","family":"Harrison,","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"editor"}]}],"short-title":[],"issued":{"date-parts":[[2026,12,1]]},"references-count":120,"journal-issue":{"issue":"4","published-print":{"date-parts":[[2026,12,1]]}},"alternative-id":["10.1187\/cbe.25-10-0224"],"URL":"https:\/\/doi.org\/10.1187\/cbe.25-10-0224","relation":{},"ISSN":["1931-7913"],"issn-type":[{"value":"1931-7913","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,12,1]]},"article-number":"ar43"}}