Initial Publication Date: December 9, 2025

References and the research base

The references below provide some of the key evidence that supports the use of equitable and effective teaching practices that underlie the TIDeS materials.

General

National Academies of Sciences, Engineering, and Medicine. (2025). Transforming Undergraduate STEM Education: Supporting Equitable and Effective Teaching. The National Academies Press. https://doi.org/10.17226/28268

Facilitating discussions

Establishing classroom norms

Alzen, J. L., Buell, J. Y., Edwards, K., Griesemer, C. D., Zhang, Y., Passmore, C., Penuel, W. R., & Reiser, B. J. (2025). Developing Science Classroom Expectations That Encourage Risk-Taking for Learning Science Together. Science Education, 109(6), 1716-1732. https://doi.org/https://doi.org/10.1002/sce.21990

Center for Teaching Innovation, Cornell University (n.d.) Establishing Community Agreements and Classroom Norms

Learning assistants

Barrasso, A. P., & Spilios, K. E. (2021). A scoping review of literature assessing the impact of the learning assistant model. International Journal of STEM Education, 8(1), 12. https://doi.org/10.1186/s40594-020-00267-8

Clements, T. P., Friedman, K. L., Johnson, H. J., Meier, C. J., Watkins, J., Brockman, A. J., & Brame, C. J. (2022). "It made me feel like a bigger part of the STEM community": Incorporation of Learning Assistants Enhances Students' Sense of Belonging in a Large Introductory Biology Course. CBE—Life Sciences Education, 21(2), ar26. https://doi.org/10.1187/cbe.21-09-0287

Strategies

Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE—Life Sciences Education, 20(1), fe1. https://doi.org/10.1187/cbe.20-08-0200

Guthrie, M. W., Wu, X., & Scanlon, E. M. (2025). Supporting Effective and Inclusive Group Work in Introductory Physics Courses: A Guide for Instructors. The Physics Teacher, 63(8), 629-634. https://doi.org/10.1119/5.0175809

Simkins, S., & Maier, M. (Eds.). (2009). Just in Time Teaching: Across the Disciplines, and Across the Academy (1st ed.). Routledge. https://doi.org/10.4324/9781003445517.

Smith, M. K., Wood, W. B., Krauter, K., & Knight, J. K. (2011). Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions. CBE—Life Sciences Education, 10(1), 55-63. https://doi.org/10.1187/cbe.10-08-0101

Scientist spotlight assignments

Ovid, D., Rose Acosta-Parra, A., Alemayehu, A., Francisco Gomez, J., Tran, D., & Tripp, B. (2024). "All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses. Advances in Physiology Education, 48(4), 770-783. https://doi.org/10.1152/advan.00116.2024

Schinske, J. N., Perkins, H., Snyder, A., & Wyer, M. (2016). Scientist Spotlight Homework Assignments Shift Students' Stereotypes of Scientists and Enhance Science Identity in a Diverse Introductory Science Class. CBE—Life Sciences Education, 15(3), ar47. https://doi.org/10.1187/cbe.16-01-0002

 


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