Mark Graham, PhD
Research ScientistCards
About
Research
Publications
2026
A measure of college student trust in their instructor
Graham M, Hanauer D, Aragón O, Bauer M, Bennie J, Crowley L, Gill J, Morgan M, Reeves P, Withers M, Yeh P, Zhang K, Zhang T, Chen X. A measure of college student trust in their instructor. Frontiers In Education 2026, 11: 1655426. DOI: 10.3389/feduc.2026.1655426.Peer-Reviewed Original ResearchStudent trustUndergraduate student-teachersStudent buy-inStudent-teachersClassroom environmentStudent engagementTeaching strategiesStudent performanceInstructorsStudentsPsychometrically valid instrumentClassroomTeachingBuy-inCollegeEngagementInstrumentUndergraduateGradeScienceOpportunitiesTrustFactor modelInterpersonal trustOngoing efforts
2025
Investigating dimensions of instructor trust using the words of undergraduate STEM students
Zhang K, Gill J, Zhang T, Crowley L, Bennie J, Wagner H, Bauer M, Hanauer D, Chen X, Graham M. Investigating dimensions of instructor trust using the words of undergraduate STEM students. Frontiers In Education 2025, 10: 1617067. DOI: 10.3389/feduc.2025.1617067.Peer-Reviewed Original ResearchEvidence-based teaching practicesUndergraduate STEM studentsStudent trustSTEM studentsStudent responsesPositive student learning outcomesUndergraduate STEM classesPositive student outcomesStudent learning outcomesStudent buy-inDefinition of trustProcess modeling approachSurvey responsesThree-domain modelTeaching practicesThree-factor modelRelational domainsStudent outcomesTrust modelSTEM classesLearning outcomesSTEM contextsInstructor traitsStudent environmentInstructorsStudent interest development in course-based undergraduate research experiences (CUREs): a longitudinal case study analysis
Bennie J, Zhang K, Yeh P, Gill J, Crowley L, Bauer M, Graham M. Student interest development in course-based undergraduate research experiences (CUREs): a longitudinal case study analysis. Frontiers In Education 2025, 10: 1562677. DOI: 10.3389/feduc.2025.1562677.Peer-Reviewed Original ResearchStudent interestUndergraduate research experiencesStudent levelCURE coursesDevelopment of research skillsStudents’ interest developmentResearch experienceLongitudinal case study analysisContent knowledgeStudent autonomyStudent collaborationStudent developmentLearning outcomesStudent participationCourse activitiesScience identityAcademic performanceInterest developmentProfessor's interactionCase study analysisCourse featuresResearch skillsStudentsLecture coursePersonal goalsWho is in Our STEM Courses and How do We Know? Student Self-Descriptions, Intersectionality and Inclusive Education
Hanauer D, Zhang T, Graham M, Hatfull G. Who is in Our STEM Courses and How do We Know? Student Self-Descriptions, Intersectionality and Inclusive Education. CBE—Life Sciences Education 2025, 24: ar9. PMID: 39746189, PMCID: PMC11974525, DOI: 10.1187/cbe.24-02-0078.Peer-Reviewed Original ResearchConceptsIdentity categoriesTheory of intersectionalityInclusive educationSTEM coursesCategories of identityMulti-institutional programStudentsSupport spaceSocial spaceMultiple identitiesSelf-expressionQuantitative dataDemographic data collectionSelf-DefinitionDemographic categoriesSelf-DescriptionDemographic groupsIdentity variablesData collectionIdentical preferencesIdentityCourseEducationDescriptive statisticsPositionalities
2024
An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform
Monti D, Gill J, Adair T, Adams S, Ahumada-Santos Y, Amaya I, Anders K, Anderson J, Antunes M, Ayuk M, Baliraine F, Bates T, Beyer A, Bhalla S, Bouklas T, Bullock S, Butela K, Byrum C, Caruso S, Chong R, Chung H, Conant S, Condon B, Crump K, D'Elia T, Dennis M, DeVeaux L, Diacovich L, Diaz A, Duffy I, Edwards D, Fallest-Strobl P, Findley A, Fisher M, Fogarty M, Frost V, Gainey M, Galle C, Gibb B, Golebiewska U, Gramajo H, Grinath A, Guerrero J, Guild N, Gunn K, Gurney S, Hughes L, Jayachandran P, Johnson K, Johnson A, Kanak A, Kanther M, King R, Kohl K, Lee-Soety J, Lewis L, Lindberg H, Madden J, Martin B, Mastropaolo M, McClory S, Merkhofer E, Merkle J, Mitchell J, Mussi M, Nieto F, Nissen J, Nsa I, O'Donnell M, Overath R, Page S, Panagakis A, Unda J, Pass M, Morales T, Peters N, Plymale R, Pollenz R, Reyna N, Rinehart C, Rocheleau J, Rombold J, Rossier O, Rudner A, Rueschhoff E, Shaffer C, Smith M, Sprenkle A, Sunnen C, Thomas M, Tigges M, Tobiason D, Tolsma S, Garcia J, Uetz P, Vazquez E, Ward C, Ware V, Washington J, Waterman M, Westholm D, Wheaton K, White S, Williams E, Williams D, Wisner E, Biederman W, Cresawn S, Heller D, Jacobs-Sera D, Russell D, Hatfull G, Asai D, Hanauer D, Graham M, Sivanathan V. An inclusive Research and Education Community (iREC) model to facilitate undergraduate science education reform. Frontiers In Education 2024, 9: 1442318. PMID: 39686966, PMCID: PMC11649309, DOI: 10.3389/feduc.2024.1442318.Peer-Reviewed Original ResearchSTEM facultyScience education reformUndergraduate science educationCourse-based researchCommunities of practiceEducation reformScience pedagogyStudent learningStudent outcomesEducation communityScience educationCurricular contentEducational alliancePedagogical contributionsPedagogyFaculty membersFacultyIRECReformScienceResearchStudentsEducationLearningCollegeCourse-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making
Zhu Y, Wang C, Hanauer D, Graham M. Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making. Studies In Higher Education 2024, 50: 1039-1054. DOI: 10.1080/03075079.2024.2361328.Peer-Reviewed Original ResearchCourse-based research experiencesStudents' own livesStudent interestStudents' intentionMeaning makingLevel of student interestStudents’ interest developmentExperiences of studentsResearch experienceCourse-based undergraduate research experienceUndergraduate research experiencesAcademic performanceInterest developmentStudent frustrationScience coursesCourse contentLongitudinal studyStudentsSemesterInstructorsCollege studentsCourse operationPersonal goalsLab assignmentsCourseMore frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes
Reeves P, Bauer M, Gill J, Wang C, Hanauer D, Graham M. More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes. Frontiers In Education 2024, 9: 1337703. DOI: 10.3389/feduc.2024.1337703.Peer-Reviewed Original ResearchEvidence-based teachingEvidence-based teaching practicesStudent-level analysesPositive student outcomesFaculty development professionalsFrequency of implementationTeaching practicesSTEM coursesStudent outcomesScientific teachingStudentsHigher abilityTeachingFacultyCourseDevelopment professionalsClassPracticeInstructorsFollow-up survey
2023
Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity
Burmeister A, Bauer M, Graham M. Classification of Features across Five CURE Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity. Journal Of Microbiology And Biology Education 2023, 24: e00033-23. PMID: 37614877, PMCID: PMC10443406, DOI: 10.1128/jmbe.00033-23.Peer-Reviewed Original ResearchCourse-based undergraduate research experienceStudent interestCourse designCourse-based undergraduate research experience curriculumResearch authenticityUndergraduate research experiencesAspects of scienceGenomics Education PartnershipInterviewed instructorsStudent outcomesEducation partnershipsProfessional developmentStudent experienceStudent involvementCentral goalTiny EarthExpert contentCourse componentsProgrammatic diversityAuthentic participationSEA-PHAGESTeaching individualsStudentsScientific identityEnvironmental microbiology
2022
Broadening Access to STEM through the Community College: Investigating the Role of Course-Based Research Experiences (CREs)
Hanauer D, Graham M, Jacobs-Sera D, Garlena R, Russell D, Sivanathan V, Asai D, Hatfull G. Broadening Access to STEM through the Community College: Investigating the Role of Course-Based Research Experiences (CREs). CBE—Life Sciences Education 2022, 21: ar38. PMID: 35670725, PMCID: PMC9508918, DOI: 10.1187/cbe.21-08-0203.Peer-Reviewed Original ResearchConceptsCourse-based research experiencesSEA-PHAGES programCommunity collegesResearch experienceCommunity college levelCommunity college systemPredictors of persistenceCourse-basedPeer studentsSTEM workforceScience identityCollege levelCollege systemEducational sitesStudent groupsTraditional laboratoryScore matching techniquesGender gapCollegeProject ownershipStudentsPeerScienceCurriculumMathematics
2021
A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset
Wang C, Cavanagh A, Bauer M, Reeves P, Gill J, Chen X, Hanauer D, Graham M. A Framework of College Student Buy-in to Evidence-Based Teaching Practices in STEM: The Roles of Trust and Growth Mindset. CBE—Life Sciences Education 2021, 20: ar54. PMID: 34546099, PMCID: PMC8715782, DOI: 10.1187/cbe.20-08-0185.Peer-Reviewed Original ResearchConceptsEvidence-based teaching practicesStudent outcomesGrowth mindsetTeaching practicesStudent engagementStudent levelStudents' viewsTransforming undergraduate STEM educationOutcomes of academic performanceUndergraduate STEM educationStudent learning experienceMulti-institutional sampleLevel of EBP implementationInstructional practicesSTEM educationCollege scienceStudent trustAcademic performanceCourse environmentLearning experienceStudent groupsStudentsFaculty membersInstructorsMindset
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165 Prospect Street, Wing West, Fl 5, Rm 560
New Haven, CT 06511