Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning

por Ebert-May, Diane, Holt, Emily
Publicado 2014

Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

por Derting, Terry L., Ebert-May, Diane
Publicado 2010

Environmental influences and individual characteristics that affect learner-centered teaching practices

por Emery, Nathan, Maher, Jessica Middlemis, Ebert-May, Diane
Publicado 2021

The Other Half of the Story: Effect Size Analysis in Quantitative Research

por Maher, Jessica Middlemis, Markey, Jonathan C., Ebert-May, Diane
Publicado 2013

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data

por Wyse, Sara A., Long, Tammy M., Ebert-May, Diane
Publicado 2014

Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development

por Emery, Nathan C., Maher, Jessica Middlemis, Ebert-May, Diane
Publicado 2020

A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

por Hoskinson, Anne-Marie, Maher, Jessica Middlemis, Bekkering, Cody, Ebert-May, Diane
Publicado 2017

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

por Momsen, Jennifer L., Long, Tammy M., Wyse, Sara A., Ebert-May, Diane
Publicado 2010

Assessing faculty professional development in STEM higher education: Sustainability of outcomes

por Derting, Terry L., Ebert-May, Diane, Henkel, Timothy P., Maher, Jessica Middlemis, Arnold, Bryan, Passmore, Heather A.
Publicado 2016

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology

por Speth, Elena Bray, Momsen, Jennifer L., Moyerbrailean, Gregory A., Ebert-May, Diane, Long, Tammy M., Wyse, Sara, Linton, Debra
Publicado 2010

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

por Ebert-May, Diane, Derting, Terry L., Henkel, Timothy P., Middlemis Maher, Jessica, Momsen, Jennifer L., Arnold, Bryan, Passmore, Heather A.
Publicado 2015

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

por Laverty, James T., Underwood, Sonia M., Matz, Rebecca L., Posey, Lynmarie A., Carmel, Justin H., Caballero, Marcos D., Fata-Hartley, Cori L., Ebert-May, Diane, Jardeleza, Sarah E., Cooper, Melanie M.
Publicado 2016

Evaluating the extent of a large-scale transformation in gateway science courses

por Matz, Rebecca L., Fata-Hartley, Cori L., Posey, Lynmarie A., Laverty, James T., Underwood, Sonia M., Carmel, Justin H., Herrington, Deborah G., Stowe, Ryan L., Caballero, Marcos D., Ebert-May, Diane, Cooper, Melanie M.
Publicado 2018

Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol

por Bain, Kinsey, Bender, Lydia, Bergeron, Paul, Caballero, Marcos D., Carmel, Justin H., Duffy, Erin M., Ebert-May, Diane, Fata-Hartley, Cori L., Herrington, Deborah G., Laverty, James T., Matz, Rebecca L., Nelson, Paul C., Posey, Lynmarie A., Stoltzfus, Jon R., Stowe, Ryan L., Sweeder, Ryan D., Tessmer, Stuart H., Underwood, Sonia M., Urban-Lurain, Mark, Cooper, Melanie M.
Publicado 2020