Brie Tripp
@btripp.bsky.social
Biology Education Researcher | Assistant Professor of Teaching | UC Davis | tripplab.org
Pinned
Brie Tripp
@btripp.bsky.social
· Feb 19
Pairing Science with Social Justice
Rather than petri dishes or microscopes, in Brie Tripp’s lab you’ll find diverse undergrads gathered around laptops, carrying out the lab’s unique mandate of studying how to promote social and racial ...
www.ucdavis.edu
Incredibly proud of our lab! Thank you @ucdavis.bsky.social for the magazine feature. #buildtheresistance
www.ucdavis.edu/magazine/pai...
www.ucdavis.edu/magazine/pai...
Incredibly proud of our lab! Thank you @ucdavis.bsky.social for the magazine feature. #buildtheresistance
www.ucdavis.edu/magazine/pai...
www.ucdavis.edu/magazine/pai...
Pairing Science with Social Justice
Rather than petri dishes or microscopes, in Brie Tripp’s lab you’ll find diverse undergrads gathered around laptops, carrying out the lab’s unique mandate of studying how to promote social and racial ...
www.ucdavis.edu
February 19, 2025 at 4:29 PM
Incredibly proud of our lab! Thank you @ucdavis.bsky.social for the magazine feature. #buildtheresistance
www.ucdavis.edu/magazine/pai...
www.ucdavis.edu/magazine/pai...
Using self-determination theory, our 🔥new study🔥 found that quiz retakes improved undergrad STEM students’ sense of competence, autonomy, relatedness to instructors, and motivation to learn. Traditional grading was reported to harm students’ motivation and well-being.
doi.org/10.1187/cbe....
doi.org/10.1187/cbe....
Undergraduate STEM Students’ Perceptions of Grading Practices Reveal that Quiz Retakes Positively Impact Drivers of Self-determination | CBE—Life Sciences Education
Grades are a staple of education and a gateway to future career opportunities. Yet, grading practices can (re)produce inequities and cause students to feel inadequate and unmotivated. Alternative grad...
doi.org
January 7, 2025 at 11:16 PM
Using self-determination theory, our 🔥new study🔥 found that quiz retakes improved undergrad STEM students’ sense of competence, autonomy, relatedness to instructors, and motivation to learn. Traditional grading was reported to harm students’ motivation and well-being.
doi.org/10.1187/cbe....
doi.org/10.1187/cbe....