research projects
Investigating and promoting the motivation of students in introductory biology
This study aims to identify the motivational, academic and/or metacognitive differences between first-year and upper-level students in an introductory biology course. Preliminary data show that, despite having more experience at the college level, students who first attempt Introductory Biology I after their first year of college have significantly worse outcomes than first-year students. Little is known about how the timing of course completion is related to factors that affect success in introductory courses. This project will identify variables driving performance in first-year and upper-level students in a large introductory biology course.
New publication: https://doi.org/10.1080/00219266.2024.2342801
Drawing to Learn
Dual coding theory (DCT) asserts that human cognition is mediated predominantly through the processing of verbal and non-verbal pieces of information, and also posits that the processing of these two types of information occurs simultaneously and separately within the brain (Paivio, 1971). A variety of studies conducted by cognitive psychologists have shown that students’ performance on assessments and retention of information are increased when their instruction is modeled after the basic principles of DCT. This project will determine if students who create a labeled drawing on exams are more likely to correctly answer associated exam questions and investigate whether explicit instruction in dual coding enhances students' use of the strategy while taking exams.
Instructor electronic communications - what do students notice?
We know that positive (and negative) instructor talk can affect students' motivation. Less is known about electronic communication. When instructors communicate with students electronically, what do students notice about that communication? Does it affect their motivation?
Investigating the financial concerns unique to STEM majors
We know financial concerns affect student outcomes such as GPA and time to graduation. In this study, we aim to explore the financial considerations that are unique to students majoring in STEM disciplines.
Supporting STEM academic advising for undergraduate student achievement This project examines the motivational beliefs and practices among academic advisors that can enhance motivation and achievement in STEM at the undergraduate level. Although academic advisors play a key role in student success, the role of the academic advisor has been consistently overlooked in STEM education research. As advisors take on ever-increasing advising loads, it is imperative that we better understand the factors underlying successful advising in STEM for promoting better learning outcomes for students. With PI Dr. Matthew Kim (Psychology), this Level 1 Engaged Student Learning IUSE: EDU project will advance understanding of how academic advising shapes motivation, learning behaviors, and achievement outcomes in undergraduate students pursuing STEM fields. In addition to generating new knowledge to advance our scientific understanding of these important learning processes, the project will identify levers for intervention to increase STEM retention and achievement, especially for students from groups that have been underrepresented in these fields. NSF Abstract
Coming soon to the 2024 IUSE summit!
publications
Carr, S* Wilson, T., Slone, S., Karanja, K.+, & Osterhage, J. (2024). Assigned group work is associated with increased student motivation and belonging an asynchronous online physiology laboratory course. Advances in Physiology Education. https://doi.org/10.1152/advan.00064.2024
Osterhage, J., Caybas, U.*, Han, J., & Usher, E. (2024). “I’m Just Not Very Interested”: Academic Major and Timing of Enrollment Predict Motivation in an Introductory Biology Course. Journal of Biological Sciences Education. https://doi.org/10.1080/00219266.2024.2342801
Kim, M. H., Han, J., Buford, K.*, Osterhage, J. & Usher, E. (2024). Undergraduate student perceptions of instructor mindset and academic performance: A motivational climate theory perspective. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2024.102280
Murray, C.+ & Osterhage, J. (2024). “They Helped Me Through the Semester”: Electronic Instructor Messages Can Foster the Instructor-Student Relationship. The Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00004-24
Worick, C.E.*, Usher, E.L., Osterhage, J., Love, A.M.A., & Keller, P. S. (2023). Brief research report: Self-efficacy mediates association between implicit theories of willpower and learning strategies. The Journal of Experimental Education. https:doi.org/10.1080/00220973.2023.2209861
Osterhage, J. & Rogers-Carpenter, K. (2022). Combatting Misinformation through Science Communication Training. The American Biology Teacher, 84(7): 390-395. *Contact Dr. O for a pdf.
Osterhage, Jennifer. (2021). Persistent Miscalibration for High and Low Achievers Despite Practice Test Feedback in an Introductory Biology Course. Journal of Microbiology and Biology Education 22(2). https://doi.org/10.1128/jmbe.00139-21
Osterhage, Jennifer L, Ellen L. Usher, Trisha A. Douin, and William M. Bailey. (2019). Opportunities for Self-evaluation Increase Student Calibration in an Introductory Biology Course. CBE: Life Sciences
Education. 18 (2). Article 16
Osterhage, Jennifer (2018). Ten First Years. Greater Faculties: A Review of Teaching and Learning: Vol. 2, Article 2.