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Teaching More by Lecturing Less

Cell biology education, 2005-01, Vol.4 (4), p.298-310

2005

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Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

CBE life sciences education, 2013-12, Vol.12 (4), p.645-654

2013

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The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

CBE life sciences education, 2008-01, Vol.7 (4), p.422-430

2008

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The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

CBE life sciences education, 2011, Vol.10 (3), p.268-278

2011

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Different but Equal? How Nonmajors and Majors Approach and Learn Genetics

CBE life sciences education, 2010, Vol.9 (1), p.34-44

2010

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A Diagnostic Assessment for Introductory Molecular and Cell Biology

CBE life sciences education, 2010, Vol.9 (4), p.453-461

2010

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Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)

International journal of STEM education, 2018-08, Vol.5 (1), p.31-15, Article 31

2018

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Demystifying the Meaning of Active Learning in Postsecondary Biology Education

CBE life sciences education, 2020-12, Vol.19 (4), p.ar52-ar52

2020

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The SkillsCenter: Creating scalable research opportunities for STEM students

Cell, 2024-05, Vol.187 (11), p.2682-2686

2024

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Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments

Journal of microbiology & biology education, 2019-01, Vol.20 (2)

2019

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Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses

Genetics (Austin), 2012-05, Vol.191 (1), p.21-32

2012

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Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

CBE life sciences education, 2015-12, Vol.14 (4), p.ar41-ar41

2015

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A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment

Journal of microbiology & biology education, 2015-12, Vol.16 (2), p.178-185

2015

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Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma

CBE life sciences education, 2016-12, Vol.15 (4), p.ar65

2016

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Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements

Journal of microbiology & biology education, 2017-04, Vol.18 (1)

2017

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Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting

CBE life sciences education, 2020-12, Vol.19 (4), p.ar58-ar58

2020

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Peer Instruction

CBE life sciences education, 2018-06, Vol.17 (2), p.fe5-fe5

2018

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Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

CBE life sciences education, 2017-12, Vol.16 (4), p.ar67

2017

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Successful Problem Solving in Genetics Varies Based on Question Content

CBE life sciences education, 2021-12, Vol.20 (4), p.ar51-ar51

2021

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The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students

CBE life sciences education, 2015-03, Vol.14 (1), p.ar10-ar10

2015

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Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students

CBE - Life Sciences Education, 2022-09, Vol.21 (3), p.ar45-ar45

2022

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Problem Solving in Genetics: Content Hints Can Help

CBE life sciences education, 2019-06, Vol.18 (2), p.ar23-ar23

2019

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Group Random Call Can Positively Affect Student In-Class Clicker Discussions

CBE life sciences education, 2016-12, Vol.15 (4), p.ar56

2016

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Phys-MAPS: A Programmatic Physiology Assessment for Introductory and Advanced Undergraduates

Advances in physiology education, 2019-03, Vol.43 (1), p.15-27

2019

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

CBE life sciences education, 2018-06, Vol.17 (2), p.es5-es5

2018

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Teaching More by Lecturing Less

Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology

Different but Equal? How Nonmajors and Majors Approach and Learn Genetics

A Diagnostic Assessment for Introductory Molecular and Cell Biology

Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)

Demystifying the Meaning of Active Learning in Postsecondary Biology Education

The SkillsCenter: Creating scalable research opportunities for STEM students

Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments

Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses

Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions

A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment

Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma

Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements

Student Behaviors and Interactions Influence Group Discussions in an Introductory Biology Lab Setting

Peer Instruction

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

Successful Problem Solving in Genetics Varies Based on Question Content

The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students

Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students

Problem Solving in Genetics: Content Hints Can Help

Group Random Call Can Positively Affect Student In-Class Clicker Discussions

Phys-MAPS: A Programmatic Physiology Assessment for Introductory and Advanced Undergraduates

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

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