GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs

por Couch, Brian A., Wright, Christian D., Freeman, Scott, Knight, Jennifer K., Semsar, Katharine, Smith, Michelle K., Summers, Mindi M., Zheng, Yi, Crowe, Alison J., Brownell, Sara E.
Publicado 2019

Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses

por Shortlidge, Erin E., Rain-Griffith, Liz, Shelby, Chloe, Shusterman, Gwendolyn P., Barbera, Jack
Publicado 2019

Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

por Wilton, Mike, Gonzalez-Niño, Eduardo, McPartlan, Peter, Terner, Zach, Christoffersen, Rolf E., Rothman, Joel H.
Publicado 2019

Online and Clicker Quizzing on Jargon Terms Enhances Definition-Focused but Not Conceptually Focused Biology Exam Performance

por Pan, Steven C., Cooke, James, Little, Jeri L., McDaniel, Mark A., Foster, Erin R., Connor, Lisa Tabor, Rickard, Timothy C.
Publicado 2019

Blood biomarkers of common toad Rhinella arenarum following chlorpyrifos dermal exposure

por Lajmanovich, Rafael C., Peltzer, Paola M., Attademo, Andrés M., Colussi, Carlina L., Martinuzzi, Candela S.
Publicado 2018

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

Models and Impacts of Science Research Experiences: A Review of the Literature of CUREs, UREs, and TREs

por Krim, Jessica S., Coté, Laleh E., Schwartz, Renée S., Stone, Elisa M., Cleeves, Jessica J., Barry, Kelly J., Burgess, Wilella, Buxner, Sanlyn R., Gerton, Jordan M., Horvath, Lawrence, Keller, John M., Lee, Soon Chun, Locke, Sharon M., Rebar, Bryan M.
Publicado 2019

Inclusive Teaching

por Dewsbury, Bryan, Brame, Cynthia J.
Publicado 2019

Comparison of gene disruption induced by cytosine base editing‐mediated iSTOP with CRISPR/Cas9‐mediated frameshift

por Dang, Lu, Li, Guanglei, Wang, Xinjie, Huang, Shisheng, Zhang, Yu, Miao, Yuanxin, Zeng, Lisi, Cui, Shuzhong, Huang, Xingxu
Publicado 2020

“I Like and Prefer to Work Alone”: Social Anxiety, Academic Self-Efficacy, and Students’ Perceptions of Active Learning

por Hood, S., Barrickman, N., Djerdjian, N., Farr, M., Magner, S., Roychowdhury, H., Gerrits, R., Lawford, H., Ott, B., Ross, K., Paige, O., Stowe, S., Jensen, M., Hull, K.
Publicado 2021

Making a First Impression: Exploring What Instructors Do and Say on the First Day of Introductory STEM Courses

por Lane, A. Kelly, Meaders, Clara L., Shuman, J. Kenny, Stetzer, MacKenzie R., Vinson, Erin L., Couch, Brian A., Smith, Michelle K., Stains, Marilyne
Publicado 2021

Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance

por Booth, Christine S., Song, Changsoo, Howell, Michelle E., Rasquinha, Achilles, Saska, Aleš, Helikar, Resa, Sikich, Sharmin M., Couch, Brian A., van Dijk, Karin, Roston, Rebecca L., Helikar, Tomáš
Publicado 2021

BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

por Clemmons, Alexa W., Timbrook, Jerry, Herron, Jon C., Crowe, Alison J.
Publicado 2020

Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course

por McNeal, Karen S., Zhong, Min, Soltis, Nick A., Doukopoulos, Lindsay, Johnson, Elijah T., Courtney, Stephanie, Alwan, Akilah, Porch, Mallory
Publicado 2020

Characterization of Instructor and Student Behaviors in CURE and Non-CURE Learning Environments: Impacts on Student Motivation, Science Identity Development, and Perceptions of the...

por Esparza, David, Wagler, Amy E., Olimpo, Jeffrey T.
Publicado 2020

Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books

por Szteinberg, Gabriela, Repice, Michelle D., Hendrick, Claudia, Meyerink, Stephen, Frey, Regina F.
Publicado 2020

Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report

por Dolan, Erin L., Borrero, Michelle, Callis-Duehl, Kristine, Musgrove, Miranda M. Chen, de Lima, Joelyn, Ero-Tolliver, Isi, Gerhart, Laci M., Goodwin, Emma C., Hamilton, Lindsey R., Henry, Meredith A., Herrera, Jose, Huot, Bethany, Kiser, Stacey, Ko, Melissa E., Kravec, Marcy E., Lee, Mark, Limeri, Lisa B., Peffer, Melanie E., Pires, Debra, Lugo, Juan S. Ramirez, Sharp, Starlette M., Suarez, Nicole A.
Publicado 2020

“How Well Does Your Structural Equation Model Fit Your Data?”: Is Marcoulides and Yuan’s Equivalence Test the Answer?

por Peugh, James, Feldon, David F.
Publicado 2020

Using Students’ Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry

por Frey, Regina F., McDaniel, Mark A., Bunce, Diane M., Cahill, Michael J., Perry, Martin D.
Publicado 2020

Brief Training and Intensive Mentoring Guide Postdoctoral Scholars to Student-Centered Instruction

por Price, R. M., Self, C. J., Young, W. C., Klein, E. R., Al-Noori, S., Ma, E. Y., DeMarais, A.
Publicado 2021