publication venue for

• Students Who Fail to Achieve Predefined Research Goals May Still Experience Many Positive Outcomes as a Result of CURE Participation 2018
• A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions 2018
• EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates 2018
• Effects of Discovery, Iteration, and Collaboration in Laboratory Courses on Undergraduates’ Research Career Intentions Fully Mediated by Student Ownership 2018
• Peer Instruction 2018
• Scientific Presenting: Using Evidence-Based Classroom Practices to Deliver Effective Conference Presentations 2018
• Aligning Practice to Policies: Changing the Culture to Recognize and Reward Teaching at Research Universities 2017
• Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses 2017
• What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development? 2017
• Broadening Participation in Biology Education Research: Engaging Community College Students and Faculty 2017
• Why Work with Undergraduate Researchers? Differences in Research Advisors ' Motivations and Outcomes by Career Stage 2017
• A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research 2016
• Crossing the Threshold: Bringing Biological Variation to the Foreground 2016
• Group Random Call Can Positively Affect Student In-Class Clicker Discussions 2016
• The Design and Transformation of Biofundamentals: A Nonsurvey Introductory Evolutionary and Molecular Biology Course 2016
• Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma 2016
• Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions 2015
• The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design 2015
• The Undergraduate Research Student Self-Assessment (URSSA): Validation for Use in Program Evaluation 2015
• Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation 2015
• Scientific Teaching: Defining a Taxonomy of Observable Practices 2015
• The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students 2015
• The Python Project: A Unique Model for Extending Research Opportunities to Undergraduate Students 2014
• An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology 2014
• The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science 2014
• Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report 2014
• Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues 2013
• How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research 2013
• The Trouble with Chemical Energy: Why Understanding Bond Energies Requires an Interdisciplinary Systems Approach 2013
• The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students' Reported Gains from Undergraduate Research 2012
• The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology 2011
• Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions 2011
• The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses 2011
• Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network. 2011
• A Diagnostic Assessment for Introductory Molecular and Cell Biology 2010
• Thinking about the Conceptual Foundations of the Biological Sciences 2010
• Different but Equal? How Nonmajors and Majors Approach and Learn Genetics 2010
• The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics 2008
• Understanding Randomness and its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI) 2008
• Teaching without a textbook: strategies to focus learning on fundamental concepts and scientific process. 2007
• What good is a scientist in the classroom? Participant outcomes and program design features for a short-duration science outreach intervention in K-12 classrooms. 2007
• Points of view: content versus process: is this a fair choice? Can nonmajors courses lead to biological literacy? Do majors courses do any better? 2005
• Teaching more by lecturing less. 2005
• Bioliteracy and teaching efficacy: what biologists can learn from physicists. 2003