Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

Por Prevost, Luanna B., Lemons, Paula P.
Publicado no CBE Life Sci Educ (2016)

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

Por Prevost, Luanna B., Smith, Michelle K., Knight, Jennifer K.
Publicado no CBE Life Sci Educ (2016)

What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

Por Haudek, Kevin C., Prevost, Luanna B., Moscarella, Rosa A., Merrill, John, Urban-Lurain, Mark
Publicado em 2012

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

Por Pelletreau, Karen N., Knight, Jennifer K., Lemons, Paula P., McCourt, Jill S., Merrill, John E., Nehm, Ross H., Prevost, Luanna B., Urban-Lurain, Mark, Smith, Michelle K.
Publicado no CBE Life Sci Educ (2018)

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

Por McCourt, Jill S., Andrews, Tessa C., Knight, Jennifer K., Merrill, John E., Nehm, Ross H., Pelletreau, Karen N., Prevost, Luanna B., Smith, Michelle K., Urban-Lurain, Mark, Lemons, Paula P.
Publicado no CBE Life Sci Educ (2017)