Marilyne Stains

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Associate Professor

University of Virginia

United States

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Recent Grants

Grant: Close

Collaborative Research: Mapping Change in Higher Education-Social Networks and STEM Reforms

Open Date: 2017-10-01

Close Date: 2020-09-30

Grant: Close

Collaborative Research: Evaluating the Uptake of Research-Based Instructional Strategies in Undergraduate Chemistry, Mathematics, & Physics

Open Date: 2017-09-01

Close Date: 2020-08-31

Grant: Close

Collaborative Research: Promoting instructional change in introductory STEM courses through Faculty Learning Communities focused on the transition from high school to college

Open Date: 2017-08-01

Close Date: 2019-07-31

Grant: Close

CAREER - The Winding Roads to Effective Teaching: Characterizing the Progressions in Instructional Knowledge and Practices of STEM Faculty

Open Date: 2016-03-01

Close Date: 2021-02-28

Grant: Close

WIDER:Adopting Research-Eased Instructional Strategies for Enhancing STEM Education

Open Date: 2014-04-01

Close Date: 2018-03-31

Articles (20)

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UNITED STATES

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Amanda Lane

Assistant Professor

University of Minnesota

UNITED STATES

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Clara Leigh Meaders

University of California

UNITED STATES

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Charles Henderson

Professor, Director

Western Michigan University

UNITED STATES

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Marilyne Stains

Research Interests

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Contact this professor

Recent Grants

Articles (20)

A National Snapshot of Introductory Chemistry Instructors and Their Instructional Practices

Students’ Perceptions of Specifications Grading: Development and Evaluation of the Perceptions of Grading Schemes (PGS) Instrument

Characterization of physics and astronomy assistant professors’ reflections on their teaching: can they promote engagement in instructional change?

Prior experiences as students and instructors play a critical role in instructors’ decision to adopt evidence-based instructional practices

Characteristics of departments with high-use of active learning in introductory STEM courses: implications for departmental transformation

Why do we assess students? investigating general chemistry instructors’ conceptions of assessment purposes and their relationships to assessment practices

Tensions between depth and breadth: an exploratory investigation of chemistry assistant professors’ perspectives on content coverage

STEM education institutional change projects

Social Networks and Instructional Reform in STEM

Reflective Practices in Education: A Primer for Practitioners

Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses

Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty

Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses

Keeping Up-to-Date with Chemical Education Research Standards

Development of the Departmental Climate around Teaching (DCaT) survey: neither psychological collective climate nor departmental collective climate predicts STEM faculty’s instructional practices

Changes in teaching beliefs of early-career chemistry faculty: a longitudinal investigation

Exploring STEM postsecondary instructors’ accounts of instructional planning and revisions

Undergraduate Student Concerns in Introductory STEM Courses: What They Are, How They Change, and What Influences Them

Exploring Students’ Understanding of Resonance and Its Relationship to Instruction

Untangling a complex relationship: teaching beliefs and instructional practices of assistant chemistry faculty at research-intensive institutions

Collaborators (8)

Naneh Apkarian

John Ziker

Estrella Johnson

Jennifer Lewis

John Skvoretz

Amanda Lane

Clara Leigh Meaders

Charles Henderson

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