Research Overview
My research at Missouri S&T focuses on the use of case studies to create real-world learning experiences for K16 students, in addition to informal learning contexts. Learners require relevant real-world problems to support critical thinking and argumentation skills. Through case studies, we can support their argumentation skills, and consequently, their critical thinking skills. Case studies are often short stories that are often followed by a series of guided inquiry questions to address a problem. Case studies have been used to support deep-level learning, support learners in developing explanations that highlights the nuances of science, and supported the development of complex arguments. Supporting case-based learning among K16 learners, in addition to learners within informal educational contexts, requires collaboration at the intersection of K12 science education and disciplinary-based education research. To achieve this, my research extends to research in undergraduate classrooms (disciplinary-based education research), teacher education and professional development, and informal education.
Research-based Teaching in Undergraduate Biology Classrooms
An area of my research focuses on implementing case studies on Huntington’s Disease to track the change in students’ understanding and how real-world situations can continue to support argumentation and learning depth while learning the Central Dogma of Molecular Biology. Furthermore, case studies can be utilized to understand the pattern of scientific reasoning from the instructor and students. This type of work has implications in both secondary and postsecondary education. Many alternative conceptions in biology often begin in middle school, such as conceptions related to the Central Dogma of Molecular Biology. Secondary and postsecondary instructors will likely encounter alternative conceptions and will require pedagogical strategies. My goal is to understand how case studies on Huntington’s Disease can support students’ learning and mitigate alternative conceptions.
Problem-based Learning in Teacher Education and Professional Development
Implementation of problem-based learning requires training for pre-service and in-service teachers. To address this, a unit on case-based learning was developed for content literacy courses and professional development workshops. Within this unit, participants learn how real-world experiences can be cultivated through case studies, the components of a well-constructed case study, channeling K12 students to become invested in their learning, and how case studies have supported students’ argumentation based on current research. Within content literacy courses, students designed case studies for their future classrooms as their midterm project that incorporated a real-world situation appropriate for their grade level placement. The case study required the components of a well-constructed case: an engaging story, empathy, a current problem, relevance, conflict, and a decision (Herreid, 1997). An exciting aspect of this project was that case-based learning is predominantly reported in post-secondary science education literature and does not appear to be reported in K12 science education literature. However, students designing case studies were students studying to become secondary STEM, history, and literacy teachers. Many other students enrolled were studying to become early childhood and elementary education teachers. As such, the products of this project ranged across subject areas and grade bands. Students participating in the unit on case-based learning not only designed cases for their future classrooms but worked to develop novel learning experiences in K12 classrooms and a driving force for innovation. This unit was modified for a professional development workshop for in-service teachers, which has a particular focus on the use of case studies as a cost-effective approach on implementing problem-based learning in rural schools. Data collected during this workshop indicates a positive trend towards the use of case studies in rural K12 classrooms.
Problem-based Learning in Informal Education
Informal education has been an avenue to recruit students into STEM careers by providing educational opportunities are provided outside traditional classroom settings such as trips to museums and field trips, presenting at science fairs, and participating in camps. Informal education experiences are crucial in rural communities. Rural students often have rich lived experiences, especially around agriculture and being surrounded by nature, but may feel disconnected from traditional science content. This is especially true if science content does not consider the importance of community context, making science curriculum inadvertently nonlocal. Rural communities have fewer opportunities for informal STEM learning, such as summer camps or science museums, and geographic remoteness can make field trips challenging. Case studies within problem-based learning provide an opportunity to bridge the gap between students’ learning context and science content. Case-based learning (CBL) is a low-cost strategy to engage students in real-world problems. The use of CBL has not been extensively studied or used in K12 or informal education. CBL can provide an avenue for rich informal learning experiences in areas where resources are minimal, such as rural areas. Case studies highlighting topics of local interest, particularly topics relevant to the Ozarks, have been developed an implemented within informal settings. On going research on CBL within informal contexts considers the impact of the use of case studies on STEM career interest and learning gains.
Publications
Peer-Reviewed Book Chapters and Conference Proceedings
Naidugari, J., Abou El-Ezz, M., Brown, C., Calderaro, T., Evans, C., Grant, T., Hazelett, R., High, C., Buendia Castillo, D., Ilagan, T., Klier, J., Marguerite, N., Marino, F., McCubbin, S., Meredith, N., Nethery, B., Russell, W., Sommers, N., Dupont-Versteegden, E.E., Krall, R., Sharp, K., Chalfant, J., Brown, M., Danely, M., and Cooper, R.L. (2022). Temperature dependence on the passive effects of K+ on membrane potential of skeletal muscle as an educational module. Proceedings of the 41st Conference of the Association for Biology Laboratory Education (ABLE).
Bernard, J., Danely, M., Krall, R., Sharp, K., Cooper, R.L. (2022). Authentic curriculum undergraduate research experimentation to learn about the effects of septicemia on cardiac function: frog and larval Drosophila models. Proceedings of the 41st Conference of the Association for Biology Laboratory Education (ABLE).
Sharp, K.A., Krall, R.M., Cooper, R.L., Danley, M., Barnard, J. (2022). What do animal physiology students learn from a cure investigating the effects of septicemia on cardiac function: frog and larval drosophila models. Proceedings of the 41st Conference of the Association for Biology Laboratory Education (ABLE).
Sharp, K., Cooper, R., Carter, D. (2022). Semester-Long Projects. Proceedings of the 41st Conference of the Association for Biology Laboratory Education (ABLE).
International Presentations
Sharp, K.A., Kania-Goshe, B., Carron, C. (2025). Problem-Solving in the Missouri Ozarks: Case Studies in Informal Education to Promote Science Interest. National Association for Research in Science Teaching International Conference. Washington, D.C, U.S.A.
Sharp, K. A., Krall, R. M., & Chalfant, J. (2024). Deepening Undergraduate Students’ Thinking about Central Dogma through Problem-based Learning. American Educational Research Association Annual Meeting. Philadelphia, Pennsylvania, U.S.A.
Sharp, K.A., Chalfant J. M., Krall, R.M. (2024). Undergraduate Students’ Utilization of Central Dogma Content Knowledge in Argumentation after Problem-based Learning. National Association for Research in Science Teaching International Conference. Denver, Colorado, U.S.A.
Sharp, K.A., Krall, R.M., Cooper, R.L., Danley, M., Bernard, J. (2023). From Sepsis Case to Course-based Undergraduate Research Experience: Student Learning Outcomes and Views. National Association for Research in Science Teaching International Conference. Chicago, Illinois, U.S.A
Krall, R.M., Sharp, K.A., Goodpaster, S., Peel, M., Keene, A. (2023). A Comparison of Undergraduate Students’ Thinking about Carbon Cycling in Trees Using a Picture Walk. National Association for Research in Science Teaching International Conference. Chicago, Illinois, U.S.A.
Sharp, K.A., Chalfant J. M., Krall, R.M. (2023). Determining College Students’ Understanding of the Central Dogma of Molecular Biology: A Status Study. Association for Science Teacher Education International Conference. Salt Lake City, Utah, U.S.A.
Krall, R. M., Keene, A., Peel, M., Sharp, K. A., Goodpaster, S. (2023). A Comparison of Three Undergraduates’ Ideas About Carbon Cycling in Trees. Association for Science Teacher Education International Conference. Salt Lake City, Utah, U.S.A.
Krall, R. M., Peel, M., Keene, A., Goodpaster, S., Sharp, K.A. (2022). Tracing the Development of Preservice Teachers’ Understandings About Sources of Energy for Trees. Association for Science Teacher Education International Conference. Greenville, South Carolina.
Criswell, B. A., Rushton, G. T., Sharp, K. A. (2019). Teach to Lead … to Stay?: Examining the Impact of the Structure and Nature of Noyce Master Teacher Fellows’ Program on STEM Teacher Retention. European Science Education Research Association Conference. Bologna, Italy.
National Presentations
Krall, R.M., Sharp, K.A. (2024). A Picture Walk to Spark Student Thinking about Energy Sources and Uses in Trees from an Environmental Context. National Conference on Science Education. Denver, Colorado.
Sharp, K.A., Krall, R.M., Chalfant, J. (2024). Using the Case Study Approach to Support Different Learning Outcomes: Two Ways to Use a Case Study in Biology. National Conference on Science Education. Denver, Colorado.
Sullivan, K., Sharp, K.A., Copper, R.L. (2023). Optimizing Staining Methods for Arabidopsis Thaliana for Future Studies Understanding Interactions Between Lipopolysaccharide and Glutamate-Like Receptors. National Conference on Undergraduate Research. Eau Claire, Wisconsin.
Keene, A.R., Peel, E.M., Krall, R.M., Goodpaster, S., Sharp, K.A. (2022). Undergraduate’s Understanding of the Carbon Cycling in Trees: From Where Do Trees Get Their Energy? School Science and Mathematics Association. Missoula, Montana.
Sharp, K.A., Krall, R.M., Cooper, R.L., Danley, M., Bernard, J. (2021). What do animal physiology students learn from a CURE investigating the effects of septicemia on cardiac function: frog and larval Drosophila models. Association for Biology Laboratory Education. Virtual Conference due to COVID-19.
Bernard, J., Danely, M., Krall, R., Sharp, K., Cooper, R.L. (2021). Authentic curriculum undergraduate research experimentation to learn about the effects of septicemia on cardiac function: frog and larval Drosophila models. Association for Biology Laboratory Education. Virtual Conference due to COVID-19.
Naidugari, J., Abou El-Ezz, M., Brown, C., Calderaro, T., Evans, C., Grant, T., Hazelett, R., High, C., Buendia Castillo, D., Ilagan, T., Klier, J., Marguerite, N., Marino, F., McCubbin, S., Meredith, N., Nethery, B., Russell, W., Sommers, N., Dupont-Versteegden, E.E., Krall, K., Sharp, K., Chalfant, J., Brown, M. and Cooper, R.L. (2021) Temperature dependence on the passive effects of K+ on membrane potential of skeletal muscle as an educational module. Association for Biology Laboratory Education. Virtual Conference due to COVID-19.
Buendia Castillo, D., Naidugari, J., Abou El-Ezz, M., Brown, C., Calderaro, T., Evans, C., Grant, T., Hazelett, R., High, C., Buendia Castillo, D., Ilagan, T., Klier, J., Marguerite, N., Marino, F., McCubbin, S., Meredith, N., Nethery, B., Russell, W., Sommers, N., Dupont-Versteegden, E.E., Krall, R., Sharp, K., Chalfant, J., Brown, M. and Cooper, R.L. (2021). Temperature dependence on the passive effects of K+ on membrane potential of skeletal muscle: Educational module. The annual meeting of the American Physiological Society. Virtual meeting due to COVID-19.
Sharp, K.A., Everson, H. R., Krall, R. M. (2020) Examining Curricular Trends in Introductory Biochemistry Courses at Large Universities. Experimental Biology. San Diego, California. (Conference cancelled due to COVID-19)
Sharp, K. A., Krall, R. M. (2020). Argumentation in University Biochemistry Education and a New Model to Promote Critical Thinking. School Science and Mathematics Association. Minneapolis, Minnesota.
Regional Presentations
Sharp, K.A., Chalfant, J., Krall, R.M. (2024). A Status Study to Determine Undergraduate Students’ Conceptions of the Central Dogma in Relation to the Secondary Science Standards. Society for the Advancement of Biology Education Research Midwest Regional Meeting. St. Louis, Missouri.
Kania-Goshe, B., Sharp, K.A., (2024). Case- and Problem-based Learning. Midwest Annual Robert Noyce Teacher Scholarship Program Conference. St. Louis, Missouri.
Sharp, K.A., Chalfant, J., Krall, R.M. (2023). Tracking Undergraduate Students’ Arguments of the Central Dogma during Problem-based Learning using the Case-Based Method. Society for the Advancement of Biology Education Research Midwest Regional Meeting. St. Louis, Missouri.
State Presentations
Schwartze, M., Sharp, K., Alexander, J. (2024). Spice up your formative assessment with these FACTs!. Missouri Association of College for Teacher Education Spring Conference. Columbia, Missouri.
Sharp, K. A., Criswell, B. A., Hutchinson, A. E., (2019). Investigating the Persistence and Trajectories of Noyce Master Teaching Fellows. Tennessee STEM Education Conference. Murfreesboro, Tennessee.
Local Presentations
Schwartze, M., Sharp, K., Alexander, J. (equal co-authors) (2024). Creative ways to Assess for Learning. Missouri S&T Innovation in Teaching and Learning Conference. Rolla, Missouri.
Emerson, N., Sharp, K.A., (2022). Analysis of Publicly Available Syllabi to Determine Curricular Trends in Undergraduate Biochemistry Courses at Research One Universities. Stephens College Spring Health Science Research Conference. Columbia, Missouri.
Sharp, K. A., Criswell, B. A., Hutchinson, A. E., (2019). Investigating the Persistence and Trajectories of Noyce Master Teaching Fellows. University of Kentucky Spring Research Conference. Lexington, Kentucky.