Katherine D. Kearns
Indiana University Bloomington
Network
Latest external collaboration on country level. Dive into details by clicking on the dots.
Publication
Featured researches published by Katherine D. Kearns.
Anatomical Sciences Education | 2008
Mark W. Braun; Katherine D. Kearns
The implementation of virtual microscopy in the teaching of pathology at the Bloomington, Indiana extension of the Indiana University School of Medicine permitted the assessment of student attitudes, use and academic performance with respect to this new technology. A gradual and integrated approach allowed the parallel assessment with respect to both the virtual and optical microscopes. Student survey data indicated that the virtual imaging technology was enthusiastically received, and aggregate grade comparisons with the previous classes showed no decrease in content mastery. Survey questions assessing a variety of parameters reveal improved time and resource utilization, as well as increased student collaboration. Even so, 50% of the respondents indicated having both optical and virtual microscopes available was preferable. Anat Sci Ed 1:240–246, 2008.
Advances in Physiology Education | 2011
Katherine D. Kearns; Carol Subiño Sullivan
Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the documents purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.
CBE- Life Sciences Education | 2013
F. Collin Hobbs; Daniel J. Johnson; Katherine D. Kearns
The authors implemented a deliberate practice approach to engage students over the course of a semester in a series of increasingly complex hands-on tasks related to phylogenetic tree construction. Final exam scores, pre- and postconcept surveys, and student feedback support that the approach improved student comprehension of this difficult subject.
Journal of Microbiology & Biology Education | 2018
Natalie Christian; Katherine D. Kearns
Abstracts play the pivotal role of selling an article to a prospective reader, and for students, the ability to communicate science in concise written form may foster scientific thinking. However, students struggle with abstract composition, and we lack evidence-based educational innovations to help them develop this skill. We designed, implemented, and assessed an intervention for abstract composition with elements of scaffolding and transparency to ask whether deliberate practice improves concise scientific writing in early career undergraduate biology majors. We evaluated student performance by analyzing abstracts written before and after the intervention and by assessing pre- and posttest student concept maps. We found that scaffolded learning improved student abstract writing, with the greatest gains in students’ ability to describe the motivation for their work. Using a set of tested tools to teach scientific writing has important implications for strengthening students’ capacity to reinforce and synthesize content in the future, whether that is in laboratory course exercises, in independent research, or as a transferable skill to general critical thinking.
College Teaching | 2017
Valerie Dean O'Loughlin; Katherine D. Kearns; Catherine Sherwood-Laughlin; Jennifer Meta Robinson
ABSTRACT This study examines and documents graduate pedagogy courses offered at a large Midwestern research university. Thirty-three graduate pedagogy course instructors from 32 departments (a majority of those offering courses) completed an online survey. We report on enrollment demographics, preparation of faculty to teach such a course, and how a statement of teaching philosophy is presented to the class. This research connects the analyses of individual pedagogy courses with the few national studies on teacher training, outlines assumptions about an emerging field, and lays groundwork for a comprehensive study of the landscape and outcomes of graduate pedagogy courses nationwide.
Journal on excellence in college teaching | 2010
Katherine D. Kearns; Carol Subiño Sullivan; Valerie Dean O'Loughlin; Mark W. Braun
Journal on excellence in college teaching | 2015
Jennifer Meta Robinson; Katherine D. Kearns; Melissa Gresalfi; April K. Sievert; Tyler Christensen
College Teaching | 2016
Alyssa M. Lederer; Catherine Sherwood-Laughlin; Katherine D. Kearns; Valerie Dean O'Loughlin
The FASEB Journal | 2008
Valerie Dean O'Loughlin; Mark W. Braun; Katherine D. Kearns; Isaac Heacock
To Improve the Academy | 2018
Katherine D. Kearns; Molly Hatcher; Mara Bollard; Michele DiPietro; Devon Donohue-Bergeler; Leslie E. Drane; Elizabeth Luoma; Andrew E. Phuong; Laura Thain; Mary C. Wright