Michelle Richards-Babb
West Virginia University
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Featured researches published by Michelle Richards-Babb.
Journal of Chemical Education | 2015
Michelle Richards-Babb; Reagan Curtis; Zornitsa Georgieva; John H. Penn
Use of online homework as a formative assessment tool for organic chemistry coursework was examined. Student perceptions of online homework in terms of (i) its ranking relative to other course aspects, (ii) their learning of organic chemistry, and (iii) whether it improved their study habits and how students used it as a learning tool were investigated. Our students perceived the online homework as one of the more useful course aspects for learning organic chemistry content. We found a moderate and statistically significant correlation between online homework performance and final grade. Gender as a variable was ruled out since significant gender differences in overall attitude toward online homework use and course success rates were not found. Our students expressed relatively positive attitudes toward use of online homework with a majority indicating improved study habits (e.g., study in a more consistent manner). Our students used a variety of resources to remediate incorrect responses (e.g., class materials, general online materials, and help from others). However, 39% of our students admitted to guessing at times, instead of working to remediate incorrect responses. In large enrollment organic chemistry courses, online homework may act to bridge the student-instructor gap by providing students with a supportive mechanism for regulated learning of content.
CBE- Life Sciences Education | 2018
Paul R. Hernandez; Patricia D. Hopkins; Krysta Masters; Lisa A. Holland; Betty Mei; Michelle Richards-Babb; Kimberly Quedado; Natalie J. Shook
It is widely recognized that the United States needs to attract and retain more people in science, technology, engineering, and mathematics (STEM) careers. Intensive undergraduate research experiences (UREs) are one of the few strategies shown to improve longitudinal student interest and persistence in STEM-related career pathways; however, less is known about the underlying process linking activities to positive outcomes. The tripartite integration model of social influences (TIMSI) provides a framework for understanding the social influence processes by which students integrate into STEM careers and culture. The current study used a longitudinal design and latent growth curve modeling to examine and predict the development of scientific research career persistence intentions over the course of an intensive summer URE. The latent growth curve analysis showed that student persistence intentions declined and rebounded over the course of the summer. Furthermore, the positive impact of faculty mentor role modeling on growth trajectories was mediated through internalization of science community values. In addition, project ownership was found to buffer students from the typical trend of declining and rebounding persistence intentions. The TIMSI framework illuminates the contextual features and underlying psychological processes that link UREs to student integration into STEM careers and culture.
The journal of college science teaching | 2011
Michelle Richards-Babb; Janice Drelick; Zachary Henry; Jennifer Robertson-Honecker
Chemistry Education Research and Practice | 2011
Michelle Richards-Babb; Jennifer Kasi Jackson
Journal of Chemical Education | 2014
Michelle Richards-Babb; Reagan Curtis; Valerie J. Smith; Mingming Xu
Journal of Chemical Health and Safety | 2010
Michelle Richards-Babb; Jennifer Bishoff; Jeffrey S. Carver; Kimberly Fisher; Jennifer Robertson-Honecker
Journal of Chemical Education | 2014
Michelle Richards-Babb; John H. Penn; Michelle Withers
Journal of Chemical Education | 2010
Michael W. Vannatta; Michelle Richards-Babb; Sally Solomon
Journal of Chemical Education | 2010
Michael W. Vannatta; Michelle Richards-Babb; Robert J. Sweeney
Journal of Chemical Education | 2017
Yu Chun Chiu; Matthew A. Jenks; Michelle Richards-Babb; Betsy B. Ratcliff; John A. Juvik; Kang Mo Ku