My primary focus at OU involves undergraduate biology instruction and education research. Whether that be the curricular development and instruction of a large-enrollment Introductory Biology course and its accompanying laboratory, or the impact of technology and peer-led instruction on student learning gains. Regardless, I am interested in developing new pedagogies and applying research-based strategies to increase student learning gains or improve attitudes toward science.

Current projects include:

• An NSF sponsored longitudinal study of the development and implementation of an inquiry-based introductory biology program.
• Development of an Authentic Research curriculum for the Introductory Biology laboratory. This curriculum provides students with a Classroom Undergraduate Research Experience (CURE) that mirrors the way in which a scientist works.

• Shaw, T. J., Yang, S., Nash, T., Pigg, R., Grim, J. (2017). "The Hidden Role of "Buy-in": How faculty and student attitudes impact curricular reform." NABT Biology Education Research Symposium, Warrenton, VA, No. 2017, 11. https://nabt.org/files/galleries/Shaw_et_al.pdf. *
• Lookadoo, K. L., Bostwick, E. N., Ralston, R., Cecena, F. E., Wilson, S. N., Shaw, T. J., Jensen, M. (2017). I Forgot I Wasn't Saving the World: The Use of Formative and Summative Assessment in Instructional Video Games for Undergraduate Biology. Journal of Science Education and Technology (6th ed., vol. 26, pp. 597-612). New York, NY: Springer Nature. doi.org/10.1007/s10956-017-9701-5. *
• French, D. P. and T. J. Shaw. 2016. Investigating Biology, 2016 ed. Fountain Head Press. Fort Worth, TX.
• Yang, S., Shaw, T. J., and Zimmerman, R. 2014. Faculty and student perceptions of learning in an inquiry-based introductory biology course. Proceedings of the National Association of Biology Teachers. http://www.nabt.org/websites/institution/index.php?p=753 *