Becky Matz
rlmatz@umich.edu
University of Michigan
Topics: Gendered performance differences, cross-institutional studies, scientific practices.
Availability: Winter/ Spring 2021, Summer 2021, Fall 2021, After Fall 2021
Relevant Published Work
Bain, K., Bender, L., Bergeron, P., Caballero, M. D., Carmel, J. H., Duffy, E. M., Ebert-May, D., Fata-Hartley, C. L., Herrington, D. G., Laverty, J. T., Matz, R. L., Nelson, P. C., Posey, L. A., Stoltzfus, J. R., Stowe, R. L., Sweeder, R. D., Tessmer, S. H., Underwood, S. M., Urban-Lurain, M., & Cooper, M. M. (2020). Characterizing College Science Instruction: The Three-dimensional Learning Observation Protocol. PLoS ONE, 15(6), e0234640. https://doi.org/10.1371/journal.pone.0234640
Sweeder, R. D., Kursav, M. N., Cass, S. M. F., & Matz, R. L. (2019). Understanding the Impact of Learning Community Support for STEM Students with Low Mathematics Placement. Learning Communities Research and Practice, 7(2), Article 2. https://washingtoncenter.evergreen.edu/lcrpjournal/vol7/iss2/2
Reinholz, D. L., Matz, R. L., Cole, R., & Apkarian, N. (2019). STEM Is Not a Monolith: Variations in STEM Disciplinary Cultures and Implications for Change. CBE—Life Sciences Education, 18(4), mr4. https://doi.org/10.1187/cbe.19-02-0038
Matz, R. L., Fata-Hartley, C. L., Posey, L. A., Laverty, J. T., Underwood, S. M., Carmel, J. H., Herrington, D. G., Stowe, R. L., Caballero, M. D., Ebert-May, D., & Cooper, M. M. (2018). Evaluating the Extent of a Large-Scale Transformation in Gateway Science Courses. Science Advances, 4(10), eaau0554. http://doi.org/10.1126/sciadv.aau0554
Matz, R. L., Koester, B. P., Fiorini, S., Grom, G., Shepard, L., Stangor, C. G., Weiner, B., & McKay, T. (2017). A. Patterns of Gendered Performance Differences in Large Introductory Courses at Five Research Universities. AERA Open, 3(4), 1-12. http://dx.doi.org/10.1177/2332858417743754 and http://doi.org/10.3886/E108502V1
Updated 1/6/2021