AREAS OF EXPERTISE
- Rural Instructional Contexts
- Instructors’ Beliefs and Practices
- Case Study Methods
- Molecular Biology and Genetics
- College Science Teaching
- Science Education
Julie Birt is a Coordinator at the Campus Writing Program at the University of Missouri.
Julie’s research follows her interests in improving college science teaching and reaching students with a rural background. Her research characterizes the instructional and assessment practices and beliefs of experienced rural community college instructors to inform practical principles to promote rural student success. Outside of her regular research, Julie enjoys working with students to help improve their writing and communication skills in science courses.
Prior to joining the Campus Writing Program, Julie taught many various courses in biological and animal sciences in both the face-to-face and online classroom. She earned her PhD in Science education with an emphasis on college science teaching from the University of Missouri. She also received a certificate in online college teaching.
Frequently Taught Courses
ANSCI 2111W – Societal Issues in Animal Science
Selected Recent Publications
Birt, J. A., & Siegel, M. A. (2020). Reaching Rural Students: CARE Principles to Promote Student Engagement in College Biology Courses. The American Biology Teacher, 82(1), 11-17. DOI: 10.1525/abt.2020.82.1.11
Birt, J.A. (2018). Because they CARE: Rural community college instructors’ beliefs and practices. (Doctoral dissertation). Available from ProQuest Dissertation and Theses database.
Birt, J. A., Siegel, M. (2018, November). An instructor’s duty to foster science literacy skill development: Rural community college science instruction and practice. Presented at the annual meeting of the National Association of Biology Teachers in San Diego, CA.
Birt*, J. A. Khajeloo*, M., Brodsky*, C., Siegel*, M., Hancock, T. S., Cummings, K., Nguyen, E. (in revision). Going against the grain: Enacting reform based ideas in college science teaching. Science Education. (* indicates equal first authorship)