Jennifer Hayes-Klosteridis PhD
Jennifer Hayes-Klosteridis, PhD, an educator and researcher, has worked throughout her career to advance student success, improve student learning, and transform teaching practices. Dr. Hayes-Klosteridis work has focused on active learning in science courses, metacognition, and social justice implications of curricular reform. Her research has led to an understanding of practices that improve student success and the role gender and student epistemologies play in student learning in reformed, learner-centered classrooms.
- Disney Institute, Disney’s Approach to Quality Service (April 2019)
- Quality Matters, Applying the Quality Matters Rubric to On-line Course Design (October 2013)
- Award for Innovation in Teaching with Technology, University of Maryland, College Park (2002)
- Scholarship of Teaching and Learning Grant, University of Maryland, College Park (2001)
- Scholarship of Teaching and Learning Grant, University of Maryland, College Park (2000)
- University of Maryland, College Park – Doctor of Philosophy, Teach & Learning, Policy & Leadership (2019)
- University of Maryland, College Park – Master of Science in Biology (1995)
- University of Maryland, College Park – Bachelor of Science in Zoology (1990)
- Hayes-Klosteridis, J. A. (2012). Bringing back Baby Jason: To clone or not to clone. In C. F. Herreid, N. A. Schiller, & K. F. Herreid (Eds.), Science stories: Using case studies to teach critical thinking (pp. 303–307). Arlington, VA: National Science Teachers Association Press.
- Smith, A. C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson, P., Yuan, R. (2005). Introductory biology courses: A framework to support active learning in large enrollment introductory science courses. Journal of Cell Biology Education, 4, 143–156.
- Wagner, R. M., Woods, C. W., Hayes, J. A., Kochanski, J. P., Hill, J. C. & Fraser, B. A. (1993). Isolation and identification of a novel peptide from the accessory sex gland of the female house fly, Musca domestica. Biochemical Biophysical Research Communication, 194, 1336–1343.