The Development of a Conceptual Framework and Tools to Assess Undergraduates' Principled Use of Models in Cellular Biology

por Richmond, Gail, Merritt, Brett, Urban-Lurain, Mark, Parker, Joyce
Publicado 2010

Applying Computerized-Scoring Models of Written Biological Explanations across Courses and Colleges: Prospects and Limitations

por Ha, Minsu, Nehm, Ross H., Urban-Lurain, Mark, Merrill, John E.
Publicado 2011

Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

por Weston, Michele, Haudek, Kevin C., Prevost, Luanna, Urban-Lurain, Mark, Merrill, John
Publicado 2015

What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

por Haudek, Kevin C., Prevost, Luanna B., Moscarella, Rosa A., Merrill, John, Urban-Lurain, Mark
Publicado 2012

Automated Writing Assessments Measure Undergraduate Learning after Completion of a Computer-Based Cellular Respiration Tutorial

por Uhl, Juli D., Sripathi, Kamali N., Meir, Eli, Merrill, John, Urban-Lurain, Mark, Haudek, Kevin C.
Publicado 2021

Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

por Parker, Joyce M., Anderson, Charles W., Heidemann, Merle, Merrill, John, Merritt, Brett, Richmond, Gail, Urban-Lurain, Mark
Publicado 2012

Mixed Student Ideas about Mechanisms of Human Weight Loss

por Sripathi, Kamali N., Moscarella, Rosa A., Yoho, Rachel, You, Hye Sun, Urban-Lurain, Mark, Merrill, John, Haudek, Kevin
Publicado 2019

Introductory biology undergraduate students' mixed ideas about genetic information flow

por Uhl, Juli D., Sripathi, Kamali N., Saldanha, Jenifer N., Moscarella, Rosa A., Merrill, John, Urban‐Lurain, Mark, Haudek, Kevin C.
Publicado 2020

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

por Haudek, Kevin C., Kaplan, Jennifer J., Knight, Jennifer, Long, Tammy, Merrill, John, Munn, Alan, Nehm, Ross, Smith, Michelle, Urban-Lurain, Mark
Publicado 2011

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

por Pelletreau, Karen N., Knight, Jennifer K., Lemons, Paula P., McCourt, Jill S., Merrill, John E., Nehm, Ross H., Prevost, Luanna B., Urban-Lurain, Mark, Smith, Michelle K.
Publicado 2018

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

por McCourt, Jill S., Andrews, Tessa C., Knight, Jennifer K., Merrill, John E., Nehm, Ross H., Pelletreau, Karen N., Prevost, Luanna B., Smith, Michelle K., Urban-Lurain, Mark, Lemons, Paula P.
Publicado 2017

Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

por Zagallo, Patricia, McCourt, Jill, Idsardi, Robert, Smith, Michelle K., Urban-Lurain, Mark, Andrews, Tessa C., Haudek, Kevin, Knight, Jennifer K., Merrill, John, Nehm, Ross, Prevost, Luanna B., Lemons, Paula P.
Publicado 2019

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