Huvard, H., Talbot, R. M., Mason, H., Thompson, A. N., Ferrara, M., & Wee, B. (2020). Science identity and metacognitive development in undergraduate mentor-teachers. International Journal of STEM Education, 7(1), 31. https://doi.org/10.1186/s40594-020-00231-6
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Huvard, H., Bayat, H., Way, S., Brewer, C., Miller, A., Garcia, A. (2022, August), Engineering Education Enrichment (e3) Initiative: A Co-Curricular Program Intended to Improve Persistence and Career Success for Low-Income and First-Generation Engineering Students. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42061
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Thompson, A. N., Talbot, R. M., Doughty, L., Huvard, H., Le, P., Harley, L., & Boyer, J. (2020). Development and application of the Action Taxonomy for Learning Assistants (ATLAs). International Journal of STEM Education, 7(1), 1–14. https://doi.org/10.1186/s40594-019-0200-5
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Van Dunsen, B., Nissen, J. M., Talbot, R. M., & Huvard, H.., Shultz, M. A QuantCrit investigation of society’s educational debts due to racism and sexism in chemistry student learning. Journal of Chemical Education, 99(1), 25-34. https://doi.org/10.1021/acs.jchemed.1c00352
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Publications
REFEREED JOURNAL ARTICLES
MANUSCRIPTS IN REVIEW
Huvard, H., Bayat, H., Way, S., Brewer, C., Chi, W., & Garcia, A. Engineering Identity Benefits of Student Involvement in a Co-Curricular Engineering Enrichment Program. Journal of STEM Education. Accepted, in Final Review.
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Donovan, C., Huvard, H., Rexwinkle, A., & Talbot, R.M. A Rasch analysis of the self-determination, purpose, identity, and engagement in science (SPIRES) survey: Instrument validation and recommendations. International Journal of Science and Mathematics Education.