M
Michael E. Moore Data-verified
Affiliation confirmed via AI analysis of OpenAlex, ORCID, and web sources.
Director of Undergraduate Research and Mentoring
faculty
11 h-index
32 pubs
404 cited
Research Areas
Links
Biography and Research Information
OverviewAI-generated summary
Michael E. Moore's research interests include the implementation of educational reforms and the study of specific health conditions. He has been involved in projects focused on integrating 21st-century skills into undergraduate curricula, such as the formation of the iBEARS Network and initiatives related to the Vision and Change in Undergraduate Biology Education framework. His work also extends to evaluating pedagogical strategies, including assessing interactions between students and learning assistants in different learning environments and examining the influence of mentoring networks on teaching philosophies.
In addition to educational research, Moore has investigated biomarkers for head and neck cancer, specifically focusing on polyamine metabolites in biofluids. He has also explored historical topics, including the Carolingian Monarchy and ancient Irish models of kingship, as well as religious themes like demons and the battle for souls at Cluny.
Moore serves as the Director of Undergraduate Research and Mentoring at the University of Arkansas at Little Rock. His scholarship metrics include an h-index of 11, with 32 total publications and 398 total citations. He has received significant federal funding, including a $1,999,986 NSF grant as co-PI for a project focused on upholding active learning reform in STEM.
Metrics
- h-index: 11
- Publications: 32
- Citations: 404
Selected Publications
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Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies (2025)
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Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators (2025)
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Assessing Interactions between Students and Learning Assistants in in-Person vs. Online Environments (2024)
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Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom (2022)
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Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom (2022)
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Infusing 21st Century Skill Development into the Undergraduate Curriculum: The Formation of the iBEARS Network (2021)
Federal Grants 1 $1,999,986 total
NSF
Co-PI
Oct 2022 - Sep 2027
Collaboration Network
Top Collaborators
Carlos Goller
North Carolina State University (US)
4 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Uma Swamy
Florida International University (US)
4 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Michael J. Wolyniak
Hampden–Sydney College (US)
4 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Amy Prunuske
Medical College of Wisconsin (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Heather J. Evans‐Anderson
Stetson University (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Katherine Furniss
Biotechnology Institute (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Jaime E. Mirowsky
York University (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Samiksha A. Raut
University of Alabama at Birmingham (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Sue Wick
Twin Cities Orthopedics (US)
2 shared publications
- Using personas and the ADKAR framework to evaluate a network designed to facilitate sustained change toward active learning in the undergraduate classroom
- Using a Community of Transformation to create a sustained change toward increased active learning in the undergraduate classroom
Jeremy Hsu
Schmid (Germany) (DE)
2 shared publications
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
Anjali Misra
University of California, Santa Cruz (US)
2 shared publications
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
Stephanie L. Mathews
North Carolina State University (US)
2 shared publications
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
Dina L. Newman
Rochester Institute of Technology (US)
2 shared publications
- Charting a new vision: lessons on <i>Vision & Change</i> from a network of biology educators
- Examining the influence of <i>Vision and Change</i> and a mentoring network on teaching philosophies and strategies
Alex T. St. Louis
Texas Christian University (US)
1 shared publication
- Infusing 21st Century Skill Development into the Undergraduate Curriculum: The Formation of the iBEARS Network
Penny Thompson
Oklahoma State University (US)
1 shared publication
- Infusing 21st Century Skill Development into the Undergraduate Curriculum: The Formation of the iBEARS Network
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