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Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach

PloS one, 2022-07, Vol.17 (7), p.e0271123-e0271123

2022

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A model of peer effects on instructor innovation adoption

International journal of STEM education, 2020-11, Vol.7 (1), p.1-11, Article 53

2020

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Fidelity of Implementation as a Guiding Framework for Transitioning Research-Based Instructional Practices from On Site to Online

Journal of microbiology & biology education, 2022-04, Vol.23 (1)

2022

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Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills

CBE life sciences education, 2018-03, Vol.17 (1), p.ar7

2018

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Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning

CBE life sciences education, 2018-12, Vol.17 (4), p.es16-es16

2018

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Adapting Team-Based Learning for an Online Biochemistry Course

Journal of chemical education, 2022-08, Vol.99 (8), p.2964-2971

2022

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Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology

CBE life sciences education, 2017-03, Vol.16 (1), p.es1

2017

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Assessing the Load: Effects of Visual Representation and Task Features on Exam Performance in Undergraduate Molecular Life Sciences

Research in science education (Australasian Science Education Research Association), 2023-04, Vol.53 (2), p.319-335

2023

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Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors

CBE life sciences education, 2010, Vol.9 (1), p.45-54

2010

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Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Journal of microbiology & biology education, 2018, Vol.19 (2)

2018

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Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom

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

2017

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Changes in instructors' assessment thinking related to experimentation with new strategies

Assessment and evaluation in higher education, 2011-12, Vol.36 (7), p.781-795

2011

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Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning

CBE life sciences education, 2021-06, Vol.20 (2), p.ar26-ar26

2021

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Student‐generated reading questions: Diagnosing student thinking with diverse formative assessments

Biochemistry and molecular biology education, 2014-01, Vol.42 (1), p.29-38

2014

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Moving biochemistry and molecular biology courses online in times of disruption: Recommended practices and resources ‐ a collaboration with the faculty community and ASBMB

Biochemistry and molecular biology education, 2020-09, Vol.48 (5), p.421-427

2020

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Development of a Certification Exam to Assess Undergraduate Students' Proficiency in Biochemistry and Molecular Biology Core Concepts

CBE life sciences education, 2021-06, Vol.20 (2), p.es6-es6

2021

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Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

CBE life sciences education, 2017-03, Vol.16 (1), p.ar9

2017

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Team‐Based Learning (TBL) in upper‐division biochemistry: Identifying critical components for student learning

The FASEB journal, 2020-04, Vol.34 (S1), p.1-1

2020

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Construction Ahead: Evaluating Deployment Methods for Categorization Tasks as Precursors to Lecture

Journal of college science teaching, 2019-03, Vol.48 (4), p.74-80

2019

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Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction

Biochemistry and molecular biology education, 2017-05, Vol.45 (3), p.226-234

2017

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Commentary: PhDs in biochemistry education—5 years later

Biochemistry and molecular biology education, 2014-03, Vol.42 (2), p.103-105

2014

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Lowering the activation barrier, not the academic bar: The role of contract grading in decreasing DFW rates in introductory biochemistry

The FASEB journal, 2016-04, Vol.30 (S1)

2016

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Society for the Advancement of Biology Education Research (SABER)

CBE life sciences education, 2011, Vol.10 (1), p.11-13

2011

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Development of learning progressions through the chemistry curriculum to biochemistry

The FASEB journal, 2017-04, Vol.31 (S1)

2017

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The ASBMB Accreditation Program as a Grass‐roots Educational Effort

The FASEB journal, 2020-04, Vol.34 (S1), p.1-1

2020

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Empowering faculty to initiate STEM education transformation: Efficacy of a systems thinking approach

A model of peer effects on instructor innovation adoption

Fidelity of Implementation as a Guiding Framework for Transitioning Research-Based Instructional Practices from On Site to Online

Visual Literacy in Bloom: Using Bloom's Taxonomy to Support Visual Learning Skills

Can I Have Your Recipe? Using a Fidelity of Implementation (FOI) Framework to Identify the Key Ingredients of Formative Assessment for Learning

Adapting Team-Based Learning for an Online Biochemistry Course

Lighten the Load: Scaffolding Visual Literacy in Biochemistry and Molecular Biology

Assessing the Load: Effects of Visual Representation and Task Features on Exam Performance in Undergraduate Molecular Life Sciences

Comparison of Views of the Nature of Science between Natural Science and Nonscience Majors

Investigation of a Stand-Alone Online Learning Module for Cellular Respiration Instruction

Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom

Changes in instructors' assessment thinking related to experimentation with new strategies

Interpret with Caution: COPUS Instructional Styles May Not Differ in Terms of Practices That Support Student Learning

Student‐generated reading questions: Diagnosing student thinking with diverse formative assessments

Moving biochemistry and molecular biology courses online in times of disruption: Recommended practices and resources ‐ a collaboration with the faculty community and ASBMB

Development of a Certification Exam to Assess Undergraduate Students' Proficiency in Biochemistry and Molecular Biology Core Concepts

Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

Team‐Based Learning (TBL) in upper‐division biochemistry: Identifying critical components for student learning

Construction Ahead: Evaluating Deployment Methods for Categorization Tasks as Precursors to Lecture

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction

Commentary: PhDs in biochemistry education—5 years later

Lowering the activation barrier, not the academic bar: The role of contract grading in decreasing DFW rates in introductory biochemistry

Society for the Advancement of Biology Education Research (SABER)

Development of learning progressions through the chemistry curriculum to biochemistry

The ASBMB Accreditation Program as a Grass‐roots Educational Effort

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