About

Susan D. Hester is an Associate Professor of Practice in the Department of Molecular and Cellular Biology at the University of Arizona and a member of the Graduate Faculty. Her research and scholarly contributions focus on biological modeling, scientific inquiry, and science education. She has co-authored a manual on authentic inquiry through modeling in biology and contributed to research on multicell simulations of development and disease, as well as the dynamics of segmentation in embryogenesis. Hester's work emphasizes integrating authentic scientific practices into laboratory education to enhance undergraduate engagement, scientific agency, and understanding of the nature of science. She has developed curricula such as AIM-Bio, which promotes iterative model generation and testing, leading to increased student ownership and identification as scientists. Her research also explores the mechanisms of segmentation in various organisms, employing computational models to understand developmental processes. Additionally, she investigates instructional strategies and reforms in STEM education, including the implementation of instructional teams and community-based approaches to support student learning and science identity.

Research topics

• Computer Science
• Pedagogy
• Psychology
• Engineering
• Mathematics education

Selected publications

• How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions

  CBE—Life Sciences Education · 2024 · 4 citations

  • Computer Science
  • Mathematics education
  • Psychology

  Undergraduate laboratory courses can provide opportunities for students to participate in science practices. This requires rethinking both curricula and instruction. Science practice-based courses require students to be positioned as epistemic agents, implying a shift in instructor role. Teaching assistants (TAs) are the primary instructors for laboratory courses. The current study aims to understand how TAs support students in science practices. Specifically, we sought to characterize variation in teaching and to understand how TAs learned and adapted their teaching approaches over time. Our study takes place in the context of a large, introductory laboratory course, Authentic Inquiry through Modeling in Biology (AIB-Bio). Our approach investigated the intersection between instructor reasoning and actions using stimulated-recall interviews, where instructors reflected on audio recordings from their classrooms. Application of our conceptual framework revealed that TAs' instructional roles and purposes were fluid and influenced how they supported students' science practices. We also showed how interactions with students cued fluctuations in TAs instructional approaches. Results include a case study that suggests potential mechanisms for TA learning. We propose a model to explain the variation in the enactment of a science practice-based curricula. We end with practical implications to consider when building professional development for science practice-based instruction.

  DOI

Frequent coauthors

• James A. Glazier

  7 shared

• Ariel Balter

  Oregon Health & Science University

  4 shared

• Benjamin Zaitlen

  4 shared

• Maciej Swat

  4 shared

• Randy Heiland

  Indiana University

  4 shared

• Terri A. Williams

  Trinity College

  4 shared

• Julio M. Belmonte

  North Carolina State University

  3 shared

• J. Scott Gens

  Indiana University Bloomington

  3 shared

Labs

• Susan D Hester LabPI

Awards & honors

• Distinguished Achievement in Science Education University of…

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