A personal statement: What does it mean to be a DBER faculty?
I am a discipline-based educational research (DBER) faculty, but what does that mean exactly? First and foremost, it means that I am a researcher that relies on empirical data from applied and basic research studies that my research group conducts to make inferences. Discipline-based education research is a somewhat new research field that is dedicated to investigating issues that deal with teaching and learning in a variety of educational settings in a systematic, empirically and theoretically based manner. The best comprehensive overview of DBER is found the National Academies Press publication on the subject:
The pieces that are important to highlight is that, as a DBER faculty in the Department of Chemistry, I understand how undergraduate and graduate students are trained because I myself have gone through that training. I have a foundational understanding of chemistry from my experiences that allows me to investigate problems in ways that would not be possible without this foundational knowledge.
Jordan was born and raised in northwestern Wisconsin and ventured throughout the midwest before coming down to Auburn University. His professional life took him through Miami University in Ohio, University of Iowa, and University of Nebraska-Lincoln. Jordan has been interested in discipline-based education research since beginning undergraduate education and is particularly interested in statistics, statistical coding, and visual display of information. Being raised near the Wisconsin / Minnesota border, he avoided growing up a cheesehead and instead remains loyal to the Minnesota Twins and Vikings.
Miami University, PhD 2015
University of Wisconsin-River Falls, B.S. 2011
Assistant Professor, Auburn University 2017-Present
Postdoctoral Scholar, University of Nebraska-Lincoln 2016-2017
Visiting Assistant Professor, University of Iowa 2015-2016
Postdoctoral Scholar, University of Iowa 2015-2016
Harshman, J., Stains, M. (2017). A Review and Evaluation of the Internal Structure and Consistency of the Approaches to Teaching Inventory. International Journal of Science Education. 39(7), 918-936.
Harshman, J., Nielsen, S., Yezierski, E. (invited book chapter). Putting the R in CER: How the Statistical Program R Transforms Research Capabilities. In Gupta, T., Mehta, A., and Cartrette, D Computer-Aided Data Analysis in Chemical Education Research (CADACER): Advances and Avenues. American Chemical Society Symposium Series, American Chemical Society, Washington, DC.
Husting, C., Harshman, J., Yezierski, E. (accepted). Using teacher action research in high school chemistry to develop novel assessment tools. Journal of Teacher Action Research.
Harshman, J. & Yezierski, E. (in press). Assessment data-driven inquiry: A review of how to use assessment results to inform chemistry teaching. Science Educator, 2016.
Harshman, J. & Yezierski, E. (2016). Characterizing High School Chemistry Teachers’ Use of Assessment Data via Latent Class Analysis. Chemistry Education Research & Practice. 17, 296-308.
Harshman, J. & Yezierski, E. (2016). Test-Retest Reliability of the Adaptive Chemistry Assessment Survey for Teachers: Measurement Error and Alternatives to Correlation. Journal of Chemical Education. 93(2), 239-247.
Sandlin, B., Harshman, J., & Yezierski, E. (2015). Formative Assessment in High School Chemistry Teaching: Investigating the Alignment of Teachers’ Goals with Their Items. Journal of Chemical Education. 92(10), 1619-1625.
Harshman, J. & Yezierski, E. (2015). Guiding teaching with assessments: High school chemistry teachers’ use of data-driven inquiry. Chemistry Education Research & Practice. 16, 93-103.
Harshman, J., Bretz, S.L., & Yezierski, E. (2013). Seeing chemistry through the eyes of the blind: A case study examining information processing of multiple gas law representations. Journal of Chemical Education. 90(6), 710-716.