Josh Reid, Ph.D.

Research Interests:

Despite having a plethora of evidence supporting the use of EBIPs in undergraduate STEM classrooms, instructors often do not adopt, or more often, discontinue using them. It is important to understand the process by which instructors make decisions about adopting and implementing EBIPs because change initiatives could then be more targeted to increase the likelihood that these practices are adopted and continuously implemented, and ultimately improve undergraduate biology (and STEM) education. We explore the factors associated with the diffusion (adoption and implementation) of EBIPs through two focal research areas: graduate student professional learning and departmental structures associated with the diffusion of EBIPs. Graduate students are often important components of departmental instructional teams as well as budding researchers. As such they must learn to find synergy between their multiple roles. Conflict between their roles (i.e., research and teaching) can cause a fragmented professional identity to form and negatively influence their teaching practices. In our lab, we study the ways in which graduate students become scholars (professional learning). We ask questions related to professional identity development, how graduate students balance their roles of research and teaching, and how they become socialized into their academic communities.

Recent (Selected) Publications:

Reid, J. W., Hardee, A. B., Criswell, B. A., Elrod, M., Berryhill Jr., S. B., & Rushton, G. T. (2022). Empowering teacher leaders: The role of research in changing teacher leaders' sense of themselves as professionals. The International Journal of Leadership in Education. https://doi.org/10.1080/13603124.2022.2045629 

Reid, J. W., Gunes, Z. D. K., Fateh, S., Fatima, A., Macrie-Shuck, M., Nennig, H. T., Quintanilla, F., States, N. E., Syed, A., Cole, R., Rushton, G. T., Shah, L., & Talanquer, V. (2021). Investigating patterns of student engagement during collaborative activities in undergraduate chemistry courses. Chemistry Education Research and Practice. https://doi.org/10.1039/D1RP00227A 

Mulvey, B. K., Parrish, J. C., Reid, J. W., Papa, J., & Peters-Burton, E. E. (2021). Making Connections Using Individual Epistemic Network Analysis to Extend the Value of Nature of Science Assessment. Science & Education. Doi:10.1007/s11191-020-00189-5 

Polizzi, S. J., Zhu, Y., Reid, J., Ofem, B., Salisbury, S., Beeth, M., Roehrig, G., Mohr-Schroeder, M., Sheppard, K., & Rushton, G. T. (2021). Science and mathematics teacher communities of practice: Social influences on discipline-based identity and self-efficacy beliefs. International Journal of STEM Education. https://doi.org/10.1186/s40594-021-00275-2  

Reid, J. W., Quinn, C. M., Jia, Z., Grinath, A. S., & Jones, R. S. (2021). Small Instructional Changes to Emphasize Data Modeling Practices in any Laboratory Course Context. The Journal of College Science Teaching.  

Reid, J. W., & Gardner, G. E. (2020). Navigating tensions of research and teaching: Biology graduate students' perceptions of the research-teaching nexus within ecological contexts. CBE – Life Sciences Education. doi: https://doi.org/10.1187/cbe.19-11-0218