Network


Latest external collaboration on country level. Dive into details by clicking on the dots.

Hotspot


Dive into the research topics where Katherine D. Kearns is active.

Publication


Featured researches published by Katherine D. Kearns.


Anatomical Sciences Education | 2008

Improved learning efficiency and increased student collaboration through use of virtual microscopy in the teaching of human pathology

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

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy

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

A Deliberate Practice Approach to Teaching Phylogenetic Analysis

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

Using Scaffolding and Deliberate Practice to Improve Abstract Writing in an Introductory Biology Laboratory Course

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

How do we train our future faculty to teach? A multidisciplinary comparison of graduate-level pedagogy courses offered at a large Midwestern university

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

A Scoring Rubric for Teaching Statements: A Tool for Inquiry into Graduate Student Writing about Teaching and Learning.

Katherine D. Kearns; Carol Subiño Sullivan; Valerie Dean O'Loughlin; Mark W. Braun


Journal on excellence in college teaching | 2015

Teaching on Purpose: A Collegium Community Model for Supporting Intentional Teaching.

Jennifer Meta Robinson; Katherine D. Kearns; Melissa Gresalfi; April K. Sievert; Tyler Christensen


College Teaching | 2016

Development and Evaluation of a Doctoral-Level Public Health Pedagogy Course for Graduate Student Instructors

Alyssa M. Lederer; Catherine Sherwood-Laughlin; Katherine D. Kearns; Valerie Dean O'Loughlin


The FASEB Journal | 2008

Can we encourage our graduate students to develop a more scholarly approach to classroom teaching

Valerie Dean O'Loughlin; Mark W. Braun; Katherine D. Kearns; Isaac Heacock


To Improve the Academy | 2018

“Once a Scientist…”: Disciplinary Approaches and Intellectual Dexterity in Educational Development: “Once a Scientist…”: Disciplinary Approaches and Intellectual Dexterity in Educational Development

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

Collaboration


Dive into the Katherine D. Kearns's collaboration.

Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar

Daniel J. Johnson

Los Alamos National Laboratory

View shared research outputs
Top Co-Authors

Avatar

F. Collin Hobbs

Indiana University Bloomington

View shared research outputs
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Top Co-Authors

Avatar
Researchain Logo
Decentralizing Knowledge