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The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

CBE life sciences education, 2011-12, Vol.10 (4), p.368-378

2011

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CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

CBE life sciences education, 2013, Vol.12 (1), p.59-72

2013

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Teaching ingenuity

Science (American Association for the Advancement of Science), 2019-06, Vol.364 (6445), p.1102-1102

Hoskins, Sally G

2019

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Inside the Literature: An Interview with Sally G. Hoskins, 2017 Recipient of the Elizabeth W. Jones Award for Excellence in Education

Genetics (Austin), 2017-12, Vol.207 (4), p.1223-1225

Hoskins, Sally G

2017

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Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy

Journal of microbiology & biology education, 2018-03, Vol.19 (1)

2018

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CREATE a Revolution in Undergraduates' Understanding of Science: Teach through Close Analysis of Scientific Literature

Daedalus (Cambridge, Mass.), 2019-10, Vol.148 (4), p.138-163

Hoskins, Sally G.

2019

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CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions

Journal of microbiology & biology education, 2017-12, Vol.18 (3)

2017

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Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory

Genetics (Austin), 2007-07, Vol.176 (3), p.1381-1389

2007

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From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions

Bioscience, 2019-01, Vol.69 (1), p.47-58

2019

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The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

CBE life sciences education, 2014-06, Vol.13 (2), p.224-242

2014

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Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains

CBE life sciences education, 2016-03, Vol.15 (1), p.ar8-ar8

2016

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Introductory biology textbooks under-represent scientific process

Journal of microbiology & biology education, 2011, Vol.12 (2), p.143-151

2011

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“But if It's in the Newspaper, Doesn't That Mean It's True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE

The American biology teacher, 2010-09, Vol.72 (7), p.415-420

Hoskins, Sally G.

2010

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Learning our L.I.M.I.T.S.: less is more in teaching science

Advances in physiology education, 2009-03, Vol.33 (1), p.17-20

2009

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CREATE a Revolution in Undergraduates’Understanding of Science: Teach through Close Analysis of Scientific Literature

Daedalus (Cambridge, Mass.), 2019-10, Vol.148 (4), p.138-163

Hoskins, Sally G.

2019

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Using a Paradigm Shift to Teach Neurobiology and the Nature of Science-a C.R.E.A.T.E.-based Approach

Journal of undergraduate neuroscience education, 2008, Vol.6 (2), p.A40-A52

Hoskins, Sally G

2008

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Does the Segregation of Evolution in Biology Textbooks and Introductory Courses Reinforce Students’ Faulty Mental Models of Biology and Evolution?

Evolution education & outreach, 2009-09, Vol.2 (3), p.527-532

2009

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Demystifying and humanizing research through intensive analysis of primary literature—Testing the C.R.E.A.T.E. approach in diverse student populations and topic areas

Developmental biology, 2011-08, Vol.356 (1), p.126-127

2011

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“But if It's in the Newspaper, Doesn't That Mean It's True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE: An activity to help students “decode the data.”

The American biology teacher, 2010-09, Vol.72 (7), p.415-420

Hoskins, Sally G.

2010

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Distribution of acetylcholinesterase activity in the deutocerebrum of the sphinx moth Manduca sexta

Cell and tissue research, 1995-02, Vol.279 (2), p.249-259

1995

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Letter to the Editor

Journal of microbiology & biology education, 2014-05, Vol.15 (1), p.3-4

2014

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Letter to the Editor

Journal of microbiology & biology education, 2014-05, Vol.15 (1), p.3-4

2014

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Letter to the editor

Journal of microbiology & biology education, 2014-05, Vol.15 (1), p.3-4

2014

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Novel use of primary literature in class promotes critical thinking as well as interest in research careers

Developmental biology, 2007-06, Vol.306 (1), p.320-321

2007

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Learning Our L. I. M. I. T. S.: Less Is More in Teaching Science

Advances in physiology education, 2009-03, Vol.33 (1), p.17

2009

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The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs

CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature

Teaching ingenuity

Inside the Literature: An Interview with Sally G. Hoskins, 2017 Recipient of the Elizabeth W. Jones Award for Excellence in Education

Investigating Undergraduates' Perceptions of Science in Courses Taught Using the CREATE Strategy

CREATE a Revolution in Undergraduates' Understanding of Science: Teach through Close Analysis of Scientific Literature

CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions

Selective Use of the Primary Literature Transforms the Classroom Into a Virtual Laboratory

From CREATE Workshop to Course Implementation: Examining Downstream Impacts on Teaching Practices and Student Learning at 4-Year Institutions

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students

Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains

Introductory biology textbooks under-represent scientific process

“But if It's in the Newspaper, Doesn't That Mean It's True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE

Learning our L.I.M.I.T.S.: less is more in teaching science

CREATE a Revolution in Undergraduates’Understanding of Science: Teach through Close Analysis of Scientific Literature

Using a Paradigm Shift to Teach Neurobiology and the Nature of Science-a C.R.E.A.T.E.-based Approach

Does the Segregation of Evolution in Biology Textbooks and Introductory Courses Reinforce Students’ Faulty Mental Models of Biology and Evolution?

Demystifying and humanizing research through intensive analysis of primary literature—Testing the C.R.E.A.T.E. approach in diverse student populations and topic areas

“But if It's in the Newspaper, Doesn't That Mean It's True?” Developing Critical Reading & Analysis Skills by Evaluating Newspaper Science with CREATE: An activity to help students “decode the data.”

Distribution of acetylcholinesterase activity in the deutocerebrum of the sphinx moth Manduca sexta

Letter to the Editor

Letter to the Editor

Letter to the editor

Novel use of primary literature in class promotes critical thinking as well as interest in research careers

Learning Our L. I. M. I. T. S.: Less Is More in Teaching Science

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