Jardine, H.E., Balestra, B., Katju, D., DeBruin, A. & Parker, C. (2025, March 23-26) Engaging faculty in professional development to support revisions to a non-majors' environmental science course. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Oxon Hill, MD.
Jardine, H.E., & DeBruin, A. (2025, March 23-26) Students' ideas about convergence research in a complex problems course on wasted food. Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Oxon Hill, MD.
Parker, C., LeeVee, N., Jardine, H., & DeBruin, A. (2025, March 23-26) Problem-based learning in a non-majors environmental science class. Is it science? Paper presented at the National Association for Research in Science Teaching (NARST) Annual Conference, Oxon Hill, MD.
Parker, C., Jardine, H.E., & Balestra, B. (2023, November 2-4) Problem-based learning to support non-majors’ motivation to learn science. Poster presented at the AAC&U Transforming STEM Higher Education Conference in Arlington, VA.
Jardine, H.E. & Griffith, E.C. (2021, April 7-10). Partnering with Undergraduates to Redesign an Introductory Chemistry Laboratory Course. Paper presented at the annual conference for the NARST, Virtual Conference.
Jardine, H.E. (2020, April 14-17). Positioning undergraduate teaching and learning assistants as instructional partners: Balancing time, expertise, and responsibilities. In Designing for to designing with partners: Emergent challenges in the co-design process. Session accepted to the American Education Research Association Annual Meeting, San Francisco, CA (Conference canceled).
Jardine, H.E., Byrne, V.L., Donlan, A.E. & Williams, A.Y. (2020, April 14-17). Academic peer mentorship as a leadership development experience: Fostering leadership self-efficacy. Paper accepted to the American Education Research Association Annual Meeting, San Francisco, CA (Conference canceled).
Jardine, H.E. (2020, April 14-17). Examining feedback from undergraduate teaching and learning assistants: Implication for formative assessment. Paper accepted to the American Education Research Association Annual Meeting, San Francisco, CA (Conference canceled).
Jardine, H.E. (2019, March 31-April 3). Exploratory case study of instructional partnerships between biology faculty and undergraduate teaching and learning assistants. Paper presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD.
Jardine, H.E. (2019, February 22-23). Exploratory case study of instructional partnerships between faculty and undergraduate teaching and learning assistants. Presentation at the annual Ethnography in Education Research Forum, Philadelphia, PA.
Jardine, H.E. (2018, July 28-August 1). Analyzing how faculty-LA positioning affects learning opportunities. Presentation at the American Association of Physics Teachers Summer Meeting, Washington, DC.
Jardine, H.E. (2018, March 10-13). Undergraduate teaching assistants as a source of feedback to improve teaching and learning in biology. Paper presented at the annual conference of the National Association for Research in Science Teaching, Atlanta, GA.
Jardine, H.E., Levin, D.M., Quimby, B.B. & Cooke, T.J. (2016, April 14-17). Students' expectations of collaborative learning: Case studies from an undergraduate life sciences living-learning program. Paper presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD.
Jardine, H.E., Levin, D.M., Quimby, B.B. & Cooke, T.J. (2016, April 8-12). Productive collaborative learning in a life sciences living-learning program. Paper presented at the annual conference of the American Education Research Association, Washington, DC.
Jardine, H.E. & Levin, D.M. (2016, February). Understanding collaborative learning in a life sciences living-learning program through multiple “grains of focus”. Presentation at the annual Ethnography in Education Research Forum, Philadelphia, PA.