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Active learning increases student performance in science, engineering, and mathematics

Proceedings of the National Academy of Sciences - PNAS, 2014-06, Vol.111 (23), p.8410-8415

2014

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The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

CBE life sciences education, 2013-12, Vol.12 (4), p.618-627

2013

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Professional social connections are associated with student science identity in a research‐based field biology course

Ecosphere (Washington, D.C), 2023-09, Vol.14 (9), p.n/a

2023

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What influences students’ abilities to critically evaluate scientific investigations?

PloS one, 2022-08, Vol.17 (8), p.e0273337-e0273337

2022

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Comparing study features is easy but identifying next steps is hard: Evaluating critical thinking through the Biology Lab Inventory of Critical Thinking in Ecology

Ecology and evolution, 2023-05, Vol.13 (5), p.e10071-n/a

2023

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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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How do introductory field biology students feel? Journal reflections provide insight into student affect

Ecology and evolution, 2022-11, Vol.12 (11), p.e9454-n/a

2022

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Journal reflections shed light on challenges students face in an introductory field biology course

Ecosphere (Washington, D.C), 2023-04, Vol.14 (4), p.n/a

2023

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Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

Ecology and evolution, 2021-04, Vol.11 (8), p.3527-3536

2021

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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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Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment

Journal of microbiology & biology education, 2022-12, Vol.23 (3)

2022

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Open Resources for Biology Education (ORBE): a resource collection

Journal of microbiology & biology education, 2024-08, Vol.25 (2), p.e0020323

2024

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Helping students see bacteria in 3D: cellular models increase student learning about cell size and diffusion

Journal of microbiology & biology education, 2023-12, Vol.24 (3)

2023

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Publishing activities improves undergraduate biology education

FEMS microbiology letters, 2018-06, Vol.365 (11), p.1

Smith, Michelle K

2018

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Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

Ecosphere (Washington, D.C), 2019-09, Vol.10 (9), p.n/a

2019

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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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Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science

PloS one, 2012-10, Vol.7 (10), p.e47564-e47564

2012

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Temporal trends in phthalate metabolite exposure of girls in the United States across sociodemographic factors and intersectional social identities: National Health and Nutrition Examination Survey (NHANES) 2001–2018

Environmental research, 2024-11, Vol.260, p.119755, Article 119755

2024

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Reply to Hora: Meta-analytic techniques are designed to accommodate variation in implementation

Proceedings of the National Academy of Sciences - PNAS, 2014-07, Vol.111 (30), p.E3025-E3025

2014

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Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

International journal of STEM education, 2021-08, Vol.8 (1), p.49-49, Article 49

2021

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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 Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

CBE life sciences education, 2013, Vol.12 (1), p.12-18

2013

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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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The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses

CBE life sciences education, 2011-03, Vol.10 (1), p.14-17

2011

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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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Active learning increases student performance in science, engineering, and mathematics

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

Professional social connections are associated with student science identity in a research‐based field biology course

What influences students’ abilities to critically evaluate scientific investigations?

Comparing study features is easy but identifying next steps is hard: Evaluating critical thinking through the Biology Lab Inventory of Critical Thinking in Ecology

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

How do introductory field biology students feel? Journal reflections provide insight into student affect

Journal reflections shed light on challenges students face in an introductory field biology course

Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

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

Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment

Open Resources for Biology Education (ORBE): a resource collection

Helping students see bacteria in 3D: cellular models increase student learning about cell size and diffusion

Publishing activities improves undergraduate biology education

Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

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

Using peer discussion facilitated by clicker questions in an informal education setting: enhancing farmer learning of science

Temporal trends in phthalate metabolite exposure of girls in the United States across sociodemographic factors and intersectional social identities: National Health and Nutrition Examination Survey (NHANES) 2001–2018

Reply to Hora: Meta-analytic techniques are designed to accommodate variation in implementation

Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

Demystifying the Meaning of Active Learning in Postsecondary Biology Education

The Teaching Demonstration: What Faculty Expect and How to Prepare for This Aspect of the Job Interview

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

The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses

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

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