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Michelle K. Smith
Researcher at Cornell University
Publications - 68
Citations - 9317
Michelle K. Smith is an academic researcher from Cornell University. The author has contributed to research in topics: Active learning & Teaching method. The author has an hindex of 22, co-authored 57 publications receiving 7629 citations. Previous affiliations of Michelle K. Smith include University of Washington & University of British Columbia.
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Journal ArticleDOI
Active learning increases student performance in science, engineering, and mathematics
Scott Freeman,Sarah L. Eddy,Miles J. McDonough,Michelle K. Smith,Nnadozie Okoroafor,Hannah Jordt,Mary Pat Wenderoth +6 more
TL;DR: The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning and supports active learning as the preferred, empirically validated teaching practice in regular classrooms.
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Why Peer Discussion Improves Student Performance on In-Class Concept Questions
Michelle K. Smith,William B. Wood,Wendy Adams,Carl E. Wieman,Carl E. Wieman,Jennifer K. Knight,Nancy Guild,Tin Tin Su +7 more
TL;DR: It is shown that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer, when students answer individually and then revote on the same question.
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Anatomy of STEM teaching in North American universities
Marilyne Stains,Jordan Harshman,Megan K. Barker,Stephanie V. Chasteen,Renee Cole,Sue Ellen DeChenne-Peters,M. K. Eagan,Joan M. Esson,Jennifer K. Knight,F. A. Laski,Marc Levis-Fitzgerald,C. J. Lee,Stanley M. Lo,Lisa McDonnell,Timothy A. McKay,Nicole Michelotti,Amanda Musgrove,Michael S. Palmer,Kathryn M. Plank,Tamara M. Rodela,Erin R. Sanders,Natalie G. Schimpf,Patricia M. Schulte,Michelle K. Smith,MacKenzie R. Stetzer,B. Van Valkenburgh,Erin Vinson,Laura K. Weir,Paul J. Wendel,Lindsay B. Wheeler,Anna M. Young +30 more
TL;DR: A major step toward a characterization of STEM teaching practices in North American universities is reported based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.
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The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
TL;DR: A new classroom observation protocol is developed that allows college science, technology, engineering, and mathematics faculty, after a short training period, to reliably characterize how faculty and students are spending their time in class.
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The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics
TL;DR: In this article, a 25-question Genetics Concept Assessment (GCA) was developed to test achievement of nine broad learning goals in majors and non-majors undergraduate genetics courses.