Dr. Troy Nash
Instructor of Biology
Director of University Assessment
I have been teaching in the Mercer Biology Department since 2017. My early professional work focused on the physiology and ecology of marine invertebrates. While these are still areas in which I teach courses, my professional interests have shifted to discipline-based education research and faculty development in teaching and learning. Introductory STEM courses are often gateway courses that determine student persistence in STEM fields for their major and future careers, and I am interested in developing and promoting evidence-informed practices and structures that promote student persistence and success.
- Ph.D., Zoology, Clemson University
- B.S., Biology, Lander University
- General Concepts of Biology (BIO 110)
- Introduction to Biology I (BIO 211)
- Introduction to Biology II (BIO 212)
- Invertebrate Zoology (BIO 300)
- Field Studies in Biology (BIO 315)
- Parasitology (BIO 340)
- Aquatic Biology (BIO 440)
- First-Year Student Experience (UNV 101)
Discipline-based education research (DBER)
My research in DBER has focused on implementing evidence-informed educational reform in introductory biology courses to promote student persistence and success. This multifaceted effort involves creating a modern, interleaved curriculum, building a peer-mentor system, and assessing student learning and affect. In particular, I am interested in understanding factors that correlate to student engagement in active learning and how those factors affect students’ anxiety, sense of belonging, and self-efficacy. I believe that teaching and learning work best in a collaborative environment, and I’m excited to work with any students and faculty members on educational research projects.
- Stanga, J.P., Nash, T.R., & Pannell, M. 2021. How the cereal crumbles: A hands-on activity for enzyme kinetics and thermodynamics in introductory biology. National Association of Biology Teachers Annual Conference: Atlanta, GA.
- Yusuf, S. & Nash, T.R. 2021. Imposters Among Us? Analyzing Correlations in Imposter Phenomenon and Learning Gains. National Association of Biology Teachers Annual Conference: Atlanta, GA.**
- Nash, T.R. & Yang, S. 2019. Activities in voluntary PLTL complement active-learning lectures and appeal to students with diverse attitudes towards learning. National Association of Biology Teachers Annual Conference: Chicago, IL.
- Shaw, T.J., Grim, J.M., Nash, T.R., Pigg, R.M., & Yang, S. 2019. Are we our own worst enemy: Can faculty pedagogical history and professional identity undermine programmatic change? National Association of Biology Teachers Annual Conference: Chicago, IL.
- Shaw, T.J., Yang, S., Nash, T.R., Pigg, R.M., & Grim, J.M. 2019. Knowing is half the battle: Assessments of both student perception and performance are necessary to successfully evaluate curricular transformation. PLoS ONE 14 (1): e0210030.
- Rogers, S.A., Hollis, H.L., Nash, T.R., & Yang, S. 2018. Structured supplemental instruction leads to increased student learning in introductory biology. National Association of Biology Teachers Annual Conference: San Diego, CA.
- Nash, T.R., Moore, M.K. & Yang, S. 2018. Putting the pieces together: Jigsaw activities lead to student learning gains. National Association of Biology Teachers Annual Conference: San Diego, CA.
- Shaw, T., Nash, T.R., Pigg, R.M., Grim, J.M., and Yang, S. 2017. The Hidden Role of “Buy-In”: How Faculty and Student Attitudes Impact Curricular Reform. National Association of Biology Teachers Annual Conference: St. Louis, MO.
- Nash, T.R., Pigg, R.M., Yang, S., Shaw, T., Grim, J.M. 2016. Integrating Biology with Inquiry Skills (IBIS) spreads its wings: Implementation insights from three institutions. National Association of Biology Teachers Annual Conference: Denver, CO.