Faculty - Michelle Smith
Office #: 205 Murray Hall
- 1998 B.A. Biology, Hanover College (magna cum laude)
- 2000 M.S. Biology, University of Dayton
- 2006 Ph.D. Biology, University of Washington
- Post doc Science Education Initiative, University of Colorado – Boulder
Michelle Smith’s work focuses on how to help students learn biology and teachers adopt promising educational practices in their classrooms. Specifically, she is interested in investigating the origins of pervasive misunderstandings in genetics, determining what aspects of peer discussion make it an effective learning tool in both large-lecture and small-enrollment courses, and collaborating with biology teachers on science education research questions in an effort to facilitate course transformation.
Smith MK, Jones FHM, Gilbert SL, Wieman CE. The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices. CBE-Life Sci Educ. 2013 Winter, 12(4):618-627.
Knight JK, Wood WB, Smith MK. What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis. Journal of Microbiology & Biology Education. 2013, 14(2). http://jmbe.asm.org/index.php/jmbe/article/view/560
Smith MK, Wenderoth MP, Tyler M. The teaching demonstration: what faculty expect and how to prepare for this aspect of the job interview. CBE – Life Sci Educ. 2013, Spring 12(1):12-18.
Smith MK, Annis SL, Kaplan JJ, Drummond F. Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science. PLoS-ONE. 2012, 7(10): e47564. doi:10.1371/journal.pone.0047564
Smith MK, Thomas K, Dunham M. In-class incentives that encourage students to take concepts assessments seriously. Journal of College Science Teaching. 2012, 42(2): 57-61.
Smith, MK and Knight, JK. “Using the genetics concept assessment to document persistent conceptual difficulties in undergraduate genetics courses”. Genetics. 2012, 181(1): 21-32.
Smith MK. A fishy way to discuss multiple genes affecting the same trait. PLoS-Biol. 2012, 10(3): e1001279. doi:10.1371/journal.pbio.1001279
Semsar K, Knight JK, Birol G, Smith MK. “The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology”. CBE – Life Sci Educ. 2011, Fall; 10(3):268-278
Smith MK, Wood WB, Krauter K, Knight JK. Combining peer discussion with instructor explanation increases student learning from in-class concept questions. CBE – Life Sci Educ. 2011, Spring; 10(1):55-63. Also featured in the Highlights of 2011 print edition.
Smith MK, Trujillo C, Su TT. “The benefits of using clickers in small enrollment seminar-style biology courses”. CBE – Life Sci Educ. 2011, Spring; 10(1):14-17.
Smith MK and Perkins KK. “At the end of my course, students should be able to …: The benefits of creating and using effective learning goals”. Microbiology Australia. 2010, 31(1):35-37.
Knight JK and Smith MK. “Different but equal? How non-majors and majors approach and learn genetics”. CBE – Life Sci Educ. 2010, Spring; 9(1):34-44.
Smith MK, Wood WB, Adams WK, Wieman C, Knight JK, Guild N, Su TT. “Why peer discussion improves student performance on in-class concept questions”. Science. 2009, 323(5910):122-124.
Smith MK, Wood WB, Knight JK. “The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics”. CBE – Life Sci Educ. 2008 Winter; 7(4):422-430. Also featured in the Highlights of 2008 print edition.
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