Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers.
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Various personal dimensions of students-particularly motivation, self-efficacy beliefs, and epistemic beliefs-can change in response to teaching, affect student learning, and be conceptualized as learning dispositions. We propose that these learning dispositions serve as learning outcomes in their own right; that patterns of interrelationships among these specific learning dispositions are likely; and that differing constellations (or learning disposition profiles) may have meaningful implications for instructional practices. In this observational study, we examine changes in these learning dispositions in the context of six courses at four institutions designed to scaffold undergraduate thesis writing and promote students' scientific reasoning in writing in science, technology, engineering, and mathematics. We explore the utility of cluster analysis for generating meaningful learning disposition profiles and building a more sophisticated understanding of students as complex, multidimensional learners. For example, while students' self-efficacy beliefs about writing and science increased across capstone writing courses on average, there was considerable variability at the level of individual students. When responses on all of the personal dimensions were analyzed jointly using cluster analysis, several distinct and meaningful learning disposition profiles emerged. We explore these profiles in this work and discuss the implications of this framework for describing developmental trajectories of students' scientific identities.
Published Version (Please cite this version)10.1187/cbe.18-07-0141
Publication InfoDowd, Jason E; Thompson, Robert J; Schiff, Leslie; Haas, Kelaine; Hohmann, Christine; Roy, Chris; ... Reynolds, Julie A (2019). Student Learning Dispositions: Multidimensional Profiles Highlight Important Differences among Undergraduate STEM Honors Thesis Writers. CBE life sciences education, 18(2). pp. ar28. 10.1187/cbe.18-07-0141. Retrieved from https://hdl.handle.net/10161/20429.
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Professor of Psychology and Neuroscience
Research interests include the neuroanatomical and neuropharmacological basis of timing and time perception in the seconds-to-minutes range. This work relates to the striatal beat-frequency theory of interval timing as well as mode-control models of temporal integration and attentional time-sharing in humans and other animals. Current work focuses on the use of genomic and ensemble-recording techniques designed to identify the basic properties of interval timing and decision making in cortical-s
This author no longer has a Scholars@Duke profile, so the information shown here reflects their Duke status at the time this item was deposited.
Associate Professor of the Practice of the Department of Biology
Associate Professor of the Practice of Chemistry
Professor Emeritus of Psychology and Neuroscience
My research and teaching interests include how biological and psychosocial processes act together in human development and learning. One area of focus has been on the adaptation of children and their families to developmental problems and chronic illnesses, including sickle cell disease and cystic fibrosis. Another area of focus is enhancing undergraduate education through scholarship on teaching and learning and fostering the development of empathy and identity.
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