Faculty - Michelle Smith
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.
Smith MK, Vinson EL, Smith JA, 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 MK, 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 SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. End of lecture: Active learning increases student performance across STEM disciplines. PNAS. 2014, 11(23):8410-8415.
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.
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