@emmacgoodwin

she/her | NSF Postdoctoral Fellow in Science Education Research | let’s make undergraduate science education more inclusive! 🔬🏊🏻‍♀️🚴🏼‍♀️🐈🏳️‍🌈

 Arizona State University
risecenter.asu.edu/
Joined June 2016
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Excited to share a new publication exploring life science faculty instructor motivation to provide accommodations for students with disabilities! Check it out here: lifescied.org/doi/10.1187/cb…

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate...

The authors interview life sciences faculty instructors to explore their motivation to provide accommodations for students with disabilities. They find that faculty motivation is largely influenced...

lifescied.org
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From LSE STEM Intervention Programs (SIPs) Impact Student Persistence and Belonging. SIPs have the potential to provide and/or facilitate meaningful and critical support, and students without those intentional supports may be left behind. @ber_pdx doi.org/10.1187/cbe.23-04-00…
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From LSE Are life sciences faculty motivated to provide accommodations for students with disabilities? New work by @emmacgoodwin, @LoganGin, and @brownell_sara from the @ASU_RISE_Center explores this question! doi.org/10.1187/cbe.23-05-00…
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From LSE Are life sciences faculty motivated to provide accommodations for students with disabilities? New work by @emmacgoodwin, @LoganGin, and @brownell_sara from the @ASU_RISE_Center explores this question! doi.org/10.1187/cbe.23-05-00…
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We find that faculty are primarily motivated to provide accommodations because they think it is fair and the right thing to do for students... but we think that primarily relying on faculty goodwill to provide accommodations isn't fair for faculty or students with disabilities!
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Thank you to coauthors @brownell_sara, @LoganGin, @danielle_pais, and Jingyi He from the @ASU_RISE_Center! @asuSOLS
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In Arizona, we’re committed to listening to & uplifting our educators. That’s why, today I’m announcing the release of my nonpartisan Educator Retention Task Force’s recommendations & report, as well as a $2 million investment into the Arizona New Teacher Support Program.
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ICYMI: New article by @emmacgoodwin; @ber_pdx and their colleagues: Graduate teaching assistants impact student motivation and engagement in course-based undergraduate research experiences Check it here doi.org/10.1002/tea.21848
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Can’t wait to share my work tomorrow at #ASMCUE2023!
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New article by @emmacgoodwin; @ber_pdx and their colleagues: Graduate teaching assistants impact student motivation and engagement in course-based undergraduate research experiences Check it here doi.org/10.1002/tea.21848
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Thank you to AAAS for hosting this workshop! If you missed it and are interested, check out the recording below!
IUSE Program@IuseProgram20 Oct 2023
Just in time for the weekend, the recording of this month's AAAS-IUSE virtual workshop with Drs. Emma Goodwin (@emmacgoodwin) and Oliver Hyman is now available! Thanks to our speakers and all who attended! Check out the recording here: engage.aaas.org/46SKJa2 #STEM #Research
YouTube thumbnail for the recording of AAAS-IUSE's October virtual workshop that reads "Virtual Workshop; Course-based Undergraduate Research Experiences (CUREs): Incorporating STEM Research into the Curriculum; October 17, 2023 | 2:00 - 3:30 PM ET; Speakers; Emma Goodwin, PhD; NSF STEM Education Research Postdoctoral Fellow; Arizona State University; Oliver Hyman, PhD; Senior Lecturer; James Madison University"

ALT YouTube thumbnail for the recording of AAAS-IUSE's October virtual workshop that reads "Virtual Workshop; Course-based Undergraduate Research Experiences (CUREs): Incorporating STEM Research into the Curriculum; October 17, 2023 | 2:00 - 3:30 PM ET; Speakers; Emma Goodwin, PhD; NSF STEM Education Research Postdoctoral Fellow; Arizona State University; Oliver Hyman, PhD; Senior Lecturer; James Madison University"

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Emma Goodwin retweeted
IUSE Program@IuseProgram3 Oct 2023
October's AAAS-IUSE virtual workshop is "Course-based Undergraduate Research Experiences (CUREs): Incorporating STEM Research into the Curriculum" with Drs. Emma Goodwin (@emmacgoodwin) and Oliver Hyman. Tune in on Oct 17 at 2:00 PM ET! Register now: engage.aaas.org/3LNZCSZ
Promotional banner for AAAS-IUSE's October virtual workshop that reads "Virtual Workshop; Course-based Undergraduate Research Experiences (CUREs): Incorporating STEM Research into the Curriculum; October 17, 2023 | 2:00 - 3:30 PM ET; Speakers; Emma Goodwin, PhD; NSF STEM Education Research Postdoctoral Fellow; Arizona State University; Oliver Hyman, PhD; Senior Lecturer; James Madison University"

ALT Promotional banner for AAAS-IUSE's October virtual workshop that reads "Virtual Workshop; Course-based Undergraduate Research Experiences (CUREs): Incorporating STEM Research into the Curriculum; October 17, 2023 | 2:00 - 3:30 PM ET; Speakers; Emma Goodwin, PhD; NSF STEM Education Research Postdoctoral Fellow; Arizona State University; Oliver Hyman, PhD; Senior Lecturer; James Madison University"

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One reason I love coming to SABER is getting to see my @Portland_State community. I’m so lucky to have had all of these amazing women around me during my PhD journey. 🥰 @ber_pdx @BioEdBrie @emmacgoodwin @mackenziejgray
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Saber ended up getting BEYONCÉ for their Keynote #1.5. @emmacgoodwin and I are stoked! CER, I need you to step up! @SABERcommunity #saber2023
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In ~2015, @JParkerProf invited me to start working on her CREATES project, and I'm so grateful for the journey that ensued. I've had so much fun reconnecting and working with @JParkerProf, @AmandaFreise, and colleagues, and proud to share that this work is now published!
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Emma Goodwin retweeted
UCLA CEILS@uclaceils11 Apr 2023
Emma Goodwin, PhD, NSF Postdoctoral Fellow in STEM Education Research at Arizona State University, presents, "When disabilities make school harder, you don’t get to do all the extras": Participation in high-impact extracurriculars for students with disabilities. RSVP w/ QR code!
Ed Talks @CEILS: Learning Community Meetings flyer with details for Emma Goodwin's April 12th presentation. QR code located in bottom right area of flyer which takes you to the RSVP link.

ALT Ed Talks @CEILS: Learning Community Meetings flyer with details for Emma Goodwin's April 12th presentation. QR code located in bottom right area of flyer which takes you to the RSVP link.

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Looking forward to sharing my work in an hour at #XDBER2023! “Perspectives from undergraduate life sciences instructors: Are we equipped to effectively accommodate students with disabilities in our classrooms?” (Marie Purrie will not be co-presenting) @ASU_RISE_Center
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.@brownell_sara an internationally recognized researcher who studies how to make undergraduate biology learning environments more inclusive, is this year’s recipient of the 2023 Faculty Teaching Award. @asuSOLS
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Course-based undergraduate research experiences (CUREs) engage large numbers of students in research, but how do teaching assistants impact student experiences in these courses??? Check out our new JRST paper to find out! @ber_pdx onlinelibrary.wiley.com/doi/…

Journal of Research in Science Teaching | NARST Science Education Journal | Wiley Online Library

The drive to broaden equitable access to undergraduate research experiences has catalyzed the development and implementation of course-based undergraduate research experiences (CUREs). Biology...

onlinelibrary.wiley.com
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Tagging some other accounts that may be interested in this work: @CURENet1 @bceenet @ASU_RISE_Center @psu_research @PSU_Biology @phagesdb @GEP_CURE
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For some students, feeling that the instructor is unsupportive of competence, autonomy, and relatedness could decrease motivation to engage in the class. This could be a barrier to students perceiving that they have engaged in the research that we mean to provide through a CURE!
A model: Students motivation may be independent of TAs, and highly motivated students may also be more likely to perceive experiencing critical CURE elements. Students with low motivation may be less likely to perceive experiencing critical CURE elements. Students who perceive their TA is supportive may have high or low motivation, but students who perceive that their TA is unsupportive are unlikely to be highly motivated in the CURE.

ALT A model: Students motivation may be independent of TAs, and highly motivated students may also be more likely to perceive experiencing critical CURE elements. Students with low motivation may be less likely to perceive experiencing critical CURE elements. Students who perceive their TA is supportive may have high or low motivation, but students who perceive that their TA is unsupportive are unlikely to be highly motivated in the CURE.

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There is much more included in this publication—check it out! And for more on the impacts of using graduate TAs as instructors of CUREs, please check out our other publications, linked in this thread! xitter.cf/emmacgoodwin/status/15…
Emma Goodwin@emmacgoodwin27 Sep 2022
How do individual TAs impact the quality of students’ research experiences in a CURE? Our new study finds that students perceive high variation in the ability of their TA to create a supportive classroom environment! journals.plos.org/plosone/ar…
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