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Active Learning in College Science: The Case for Evidence-Based Practice

1st ed. 2020., 2020

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Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Journal of research in science teaching, 2022-12, Vol.59 (10), p.1822-1852

Russo‐Tait, Tatiane

2022

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Relationships between Undergraduate Instructors' Conceptions of How Students Learn and Their Instructional Practices

Journal of research in science teaching, 2023-11, Vol.60 (9), p.2076-2110

2023

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Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio‐Scientific Reasoning (QuASSR)

Journal of research in science teaching, 2017-02, Vol.54 (2), p.274-295

2017

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Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry

The American biology teacher, 2022-03, Vol.84 (3), p.143-151

Xiang, Lin

2022

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Science as a classed and gendered endeavor: Persistence of two white female first-generation college students within an undergraduate science context

Journal of research in science teaching, 2013-09, Vol.50 (7), p.802-825

2013

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Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

International journal of science and mathematics education, 2022-02, Vol.20 (2), p.237-254

2022

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Creating the market university: How academic science became an economic engine

Princeton University Press, 2012, p.x-x

Berman, Elizabeth Popp

1, 2012

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Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

Teaching in higher education, 2018-05, Vol.23 (4), p.468-487

2018

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An Inclusive Academy: Achieving Diversity and Excellence

MIT Press, 2018

2018

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Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction

Interactive learning environments, 2014-09, Vol.22 (5), p.614-630

2014

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Lowering higher education: the rise of corporate universities and the fall of liberal education

Lowering higher education, 2011

1, 2011

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Students' usability evaluation of a Web-based tutorial program for college biology problem solving

Journal of computer assisted learning, 2015-08, Vol.31 (4), p.362-377

2015

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An Explanatory Case Study of Behaviors, Interactions, and Engagement in an Introductory Science Active Learning Classroom (ALC)

The Journal of classroom interaction, 2020, Vol.55 (1), p.26-40

Chacón-Díaz, Lucía B

2020

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Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

Journal of educational psychology, 2014-05, Vol.106 (2), p.375-389

2014

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Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents' and College Teachers' Relationships

Journal of counseling psychology, 2007-01, Vol.54 (1), p.62-71

2007

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Fluorescence Aggregation-Caused Quenching versus Aggregation-Induced Emission: A Visual Teaching Technology for Undergraduate Chemistry Students

Journal of chemical education, 2016-02, Vol.93 (2), p.345-350

2016

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The American Faculty: The Restructuring of Academic Work and Careers

Johns Hopkins University Press, 2006

2006

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50 Jahre hlb: Festschrift

Hochschullehrerbund hlb

2022

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Faculty Development in the Age of Evidence: Current Practices, Future Imperatives

1, 2016

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Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

Journal of chemical education, 2019-09, Vol.96 (9), p.1858-1872

2019

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Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations

Journal of educational psychology, 2015-08, Vol.107 (3), p.631-644

2015

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Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?

Journal of educational psychology, 2020-05, Vol.112 (4), p.765-781

2020

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Closing Achievement Gaps With a Utility-Value Intervention: Disentangling Race and Social Class

Journal of personality and social psychology, 2016-11, Vol.111 (5), p.745-765

2016

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The slow professor: Challenging the culture of speed in the academy

2016

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Active Learning in College Science: The Case for Evidence-Based Practice

Color‐blind or racially conscious? How college science faculty make sense of racial/ethnic underrepresentation in STEM

Relationships between Undergraduate Instructors' Conceptions of How Students Learn and Their Instructional Practices

Assessment of scientific literacy: Development and validation of the Quantitative Assessment of Socio‐Scientific Reasoning (QuASSR)

Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry

Science as a classed and gendered endeavor: Persistence of two white female first-generation college students within an undergraduate science context

Challenges and Accomplishments of Practicing Formative Assessment: a Case Study of College Biology Instructors’ Classrooms

Creating the market university: How academic science became an economic engine

Exploring pedagogical content knowledge of biology graduate teaching assistants through their participation in lesson study

An Inclusive Academy: Achieving Diversity and Excellence

Blended inquiry with hands-on and virtual laboratories: the role of perceptual features during knowledge construction

Lowering higher education: the rise of corporate universities and the fall of liberal education

Students' usability evaluation of a Web-based tutorial program for college biology problem solving

An Explanatory Case Study of Behaviors, Interactions, and Engagement in an Introductory Science Active Learning Classroom (ALC)

Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

Adjustment Trajectories in College Science Programs: Perceptions of Qualities of Parents' and College Teachers' Relationships

Fluorescence Aggregation-Caused Quenching versus Aggregation-Induced Emission: A Visual Teaching Technology for Undergraduate Chemistry Students

The American Faculty: The Restructuring of Academic Work and Careers

50 Jahre hlb: Festschrift

Faculty Development in the Age of Evidence: Current Practices, Future Imperatives

Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum

Women's Representation in Science Predicts National Gender-Science Stereotypes: Evidence From 66 Nations

Can a Brief, Digital Skill Training Intervention Help Undergraduates "Learn to Learn" and Improve Their STEM Achievement?

Closing Achievement Gaps With a Utility-Value Intervention: Disentangling Race and Social Class

The slow professor: Challenging the culture of speed in the academy

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