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Sarah Sletten earned her doctorate in adult education from UND and has extensive experience teaching STEM courses and leading professional development in both academia and industry. For the last 13 years, she has been teaching undergraduate microbiology and immunology courses for biology, nursing, engineering, and pre-health majors. Her research focuses on student engagement and self-regulated learning. As a firm believer in the constructivist learning theory, Dr. Sletten recognizes that it is impossible to provide students with all the relevant content knowledge, but rather the role of an instructor is to ensure that students have the tools necessary to effectively research, critically evaluate content, and collaboratively solve problems relative to real-world situations. She sees learners as autonomous thinkers and works to support them to develop, reshape, and transform their understanding of the content through active learning experiences.

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