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Failing (in order) to succeed: Exploring how students cope with science failures in research-based courses

Author(s): Lisa Auchincloss Corwin

University of Colorado Boulder

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Slides and related materials from the presentation given by Dr. Lisa Corwin as a part of the 2020 BIOME Institute.

Licensed under CC Attribution-NonCommercial-ShareAlike 4.0 International according to these terms

Version 1.0 - published on 28 Jul 2020 doi:10.25334/KEPG-7R43 - cite this


Dr. Lisa Corwin is an Assistant Professor at the University of Colorado, Boulder. She is lead PI of the Research in Ecology and Evolution Education for Action and Change (RE3ACH) Lab. Her research interests include investigations of how research-based laboratory learning increases students ability to cope with scientific challenge and failure, tolerance of ambiguity, and scientific civic engagement. She is also keenly interested in supporting community college faculty in their own biology education research endeavors.  Prior to coming to CU Boulder, Dr. Corwin received a PhD in Plant Biology from the University of California, Davis where she studied cottonwood ecophysiology in connection with maintaining riparian buffer zones around critical agricultural waterways. She then worked with Erin Dolan's group at the University of Georgia, Athens and the University of Texas at Austin to characterize and study the effects of course-based undergraduate research experiences. Dr. Corwin is passionate about inclusion and equity and hopes to contribute to a resilient, diverse, and persistent scientific workforce through her work in biology education. 

For further reading: Henry, M. A., Shorter, S., Charkoudian, L., Heemstra, J. M., & Corwin, L. A. (2019). FAIL is not a four-letter word: A theoretical framework for exploring undergraduate students’ approaches to academic challenge and responses to failure in STEM learning environments. CBE—Life Sciences Education18(1), ar11.

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