Faculty - Michelle Smith
Michelle K. Smith
C. Ann Merrifield Professorship in Life Science Education
Assistant Professor, School of Biology and Ecology and member of the Maine Center for Research in STEM Education (RiSE Center)
205 Murray Hall
Post doc Science Education Initiative, University of Colorado – Boulder
Ph.D. Biology, University of Washington, 2006
M.S. Biology, University of Dayton, 2000
B.A. Biology, Hanover College (magna cum laude), 1998
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.
Batz, Z., Olsen, C.B., Dumont, J., Dastoor, J., Smith, M.K. Helping Struggling Students in Introductory Biology: A Peer Tutoring Approach that Improves Performance, Perception, and Retention. CBE-Life Sci Educ., 2015, 14:1-12.
Smith, M.K., Vinson, E.L., Smith, J.A, Lewin, JD, Stetzer, M. A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions. CBE-Life Sci Educ. 2014, 13:624-635.
Smith, M.K., Merrill, S. Why do Some People Inherit a Predisposition to Cancer? A small group activity on cancer genetics. CourseSource. 2014, http://coursesource.org/courses/why-do-some-people-inherit-a-predisposition-to-cancer-a-small-group-activity-on-cancer
Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., Wenderoth, M.P. End of lecture: Active learning increases student performance across STEM disciplines. PNAS. 2014, 11(23):8410-8415.
Smith, M.K., Jones, F.H.M., Gilbert, S.L., Wieman, C.E. 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, J.K., Wood, W.B., Smith, M.K. 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, M.K., Wenderoth, M.P., 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, M.K., Annis, S.L., Kaplan, J.J., 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, M.K., 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, M.K. and Knight, J.K. “Using the genetics concept assessment to document persistent conceptual difficulties in undergraduate genetics courses”. Genetics. 2012, 181(1): 21-32.
Smith, M.K. 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, J.K., Birol, G., Smith, M.K. “The Colorado Learning Attitudes about Science Survey (CLASS) for use in Biology”. CBE – Life Sci Educ. 2011, Fall; 10(3):268-278
Smith, M.K., Wood, W.B., Krauter, K., Knight, J.K. 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, M.K., Trujillo, C., Su, T.T. “The benefits of using clickers in small enrollment seminar-style biology courses”. CBE – Life Sci Educ. 2011, Spring; 10(1):14-17.
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