Gender bias in teaching evaluations: the causal role of department gender composition

por Aragón, Oriana R., Pietri, Evava S., Powell, Brian A.
Publicado 2023

Faculty Beliefs about Intelligence Are Related to the Adoption of Active-Learning Practices

por Aragón, Oriana R., Eddy, Sarah L., Graham, Mark J.
Publicado 2018

Anger and Sadness Expressions Situated in Both Positive and Negative Contexts: An Investigation in South Korea and the United States

por Song, Sunny Youngok, Curtis, Alexandria M., Aragón, Oriana R.
Publicado 2021

Assessing the Effectiveness of Neurofeedback Training in the Context of Clinical and Social Neuroscience

por Orndorff-Plunkett, Franklin, Singh, Fiza, Aragón, Oriana R., Pineda, Jaime A.
Publicado 2017

Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching

por Bathgate, Meghan E., Aragón, Oriana R., Cavanagh, Andrew J., Frederick, Jennifer, Graham, Mark J.
Publicado 2019

Perceived supports and evidence-based teaching in college STEM

por Bathgate, Meghan E., Aragón, Oriana R., Cavanagh, Andrew J., Waterhouse, Jonathan K., Frederick, Jennifer, Graham, Mark J.
Publicado 2019

Student Buy-In to Active Learning in a College Science Course

por Cavanagh, Andrew J., Aragón, Oriana R., Chen, Xinnian, Couch, Brian, Durham, Mary, Bobrownicki, Aiyana, Hanauer, David I., Graham, Mark J.
Publicado 2016

Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies

por Durham, Mary F., Aragón, Oriana R., Bathgate, Meghan E., Bobrownicki, Aiyana, Cavanagh, Andrew J., Chen, Xinnian, Trochim, William M., Waterhouse, Jonathan K., Graham, Mark J., Couch, Brian A.
Publicado 2020