Publications by Jennifer K. Knight

Prevost, L. B., Knight, J. K., Smith, M. K., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2012). Using Lexical Analysis to Explore Students’ Written Responses to Genetics Concept Assessment-Derived Items. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Pelletreau, K. N., Andrews, T. C., Armstrong, N., Bedell, M. A., Dastoor, F., Dean, N., et al. (2016). A clicker-based case study that untangles student thinking about the processes in the central dogma. CourseSource. http://doi.org/https://doi.org/10.24918/cs.2016.15
Lemons, P. P., McCourt, J., Knight, J. K., Merrill, J. E., Nehm, R. H., Prevost, L. B., et al. (2016). A community of enhanced assessment facilitates reformed teaching. In American Association for the Advancement of Science. Washington, DC. Retrieved from http://www.enfusestem.org/projects/a-community-of-enhanced-assessment-facilitates-reformed-teaching/ (Original work published 04/2016AD)
Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J., Merrill, J. E., Nehm, R. H., et al. (2018). A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions. Cbe—Life Sciences Education, 17, es5. http://doi.org/10.1187/cbe.17-12-0260
Prevost, L. B., Bierema, A. M. -K., Kaplan, J. J., Knight, J. K., Lemons, P. P., Lira, C. T., et al. (2016). An iterative approach to developing, refining and validating machine-scored constructed response assessments. In American Association for the Advancement of Science. Washington, DC. Retrieved from http://www.enfusestem.org/projects/an-iterative-approach-to-developing-refining-and-validating-machine-scored-constructed-response-assessments/ (Original work published 04/2016AD)
Moscarella, R. A., Haudek, K. C., Knight, J. K., Mazur, A., Pelletreau, K. N., Prevost, L. B., et al. (2016). Automated Analysis of Written Assessments in STEM: Methodological Issues. In NARST. Baltimore, MD. (Original work published 04/2016AD)
Moscarella, R. A., Haudek, K. C., Knight, J. K., Mazur, A., Pelletreau, K. N., Prevost, L. B., et al. (2016). Automated Analysis Provides Insights into Students' Challenges Understanding the Processes Underlying the Flow of Genetic Information. In NARST. Baltimore, MD. (Original work published 04/2016AD)
Sieke, S. A., McIntosh, B. B., Steele, M., & Knight, J. K. (2019). Characterizing students ideas about the effects of a mutation in a noncoding region of DNA. Cbe - Life Sciences Education, 18, ar18. http://doi.org/10.1187/cbe.18-09-0173
Urban-Lurain, M., Cooper, M., Haudek, K. C., Kaplan, J. J., Knight, J. K., Lemons, P. P., et al. (2014). Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In ASEE. Indianapolis, IN. Retrieved from http://www.asee.org/public/conferences/32/papers/9856/view (Original work published 06/2014AD)
Urban-Lurain, M., Bierema, A. M. -K., Haudek, K. C., Hoskinson, A. -M., Kaplan, J. J., Knight, J. K., et al. (2016). Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In American Association for the Advancement of Science. Washington, DC: American Association for the Advancement of Science. Retrieved from http://www.enfusestem.org/projects/collaborative-research-expanding-a-national-network-for-automated-analysis-of-constructed-response-assessments-to-reveal-student-thinking-in-stem-5/ (Original work published 04/2016AD)
Urban-Lurain, M., Cooper, M., Haudek, K. C., Kaplan, J. J., Knight, J. K., Lemons, P. P., et al. (2015). Expanding a national network for automated analysis of constructed response assessments to reveal student thinking in STEM. Computers In Education Journal, 6(1), 65-81.
Merrill, J. E., Haudek, K. C., Smith, M. K., Lemons, P. P., Prevost, L. B., Nehm, R. H., et al. (2015). Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In CREATE for STEM Mini Conference. East Lansing, MI.
Haudek, K. C., Kaplan, J. J., Knight, J. K., Long, T., Merrill, J. E., Munn, A., et al. (2011). Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network. Cbe - Life Sciences Education, 10, 149-155. http://doi.org/10.1187/cbe.11-03-0019 (Original work published Summer)
Sieke, S. A., & Knight, J. K. (2017). Identifying and analyzing student misconceptions about the effects of a non-coding mutation. In Society for the Advacement of Biology Education Research.
Moscarella, R. A., Park, M., Steele, M., Pelletreau, K. N., Prevost, L. B., Smith, M. K., et al. (2015). Insights into Students Thinking about the Central Dogma from the Automated Analysis of Constructed Response Questions. In SABER.
Voreis, J. S., Andrews, T. C., Federer, M. R., Knight, J. K., Merrill, J. E., Merrill, S. J., et al. (2014). Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN. (Original work published 07/2014AD)
Sieke, S. A., & Knight, J. K. (2019). Student misconceptions regarding mutations in non-coding regions. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Prevost, L. B., Knight, J. K., Smith, M. K., & Urban-Lurain, M. (2013). Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations. In NARST. Rio Grande, Puerto Rico. (Original work published 04/2013AD)
Smith, M. K., Wood, W. B., & Knight, J. K. (2008). The genetics concept assessment: A new concept inventory for gauging student understanding of genetics. Cbe Life Sci Educ, 7, 422-430. http://doi.org/10.1187/cbe.08-08-0045 (Original work published December 1, 2008)
Zagallo, P., McCourt, J., Idsardi, R., Smith, M. K., Urban-Lurain, M., Andrews, T. C., et al. (2019). Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development. Cbe - Life Sciences Education, 18. http://doi.org/10.1187/cbe.19-06-0114 (Original work published 11/2019AD)
McCourt, J., Andrews, T. C., Crumbs, T., Knight, J. K., Merrill, J. E., Merrill, S. J., et al. (2015). Using faculty learning communities to promote the development of student-centered biology instructors. In SABER.
Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J., Merrill, S. J., Moscarella, R. A., et al. (2015). Using student constructed responses to guide the development of instructional activities by cross- institutional faculty learning communities. In Gordon Research Conference on Undergraduate Biology Education Research.
Prevost, L. B., Smith, M. K., & Knight, J. K. (2016). Using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma. Cbe - Life Sciences Education, 15, pii: ar65. http://doi.org/10.1187/cbe.15-12-0267 (Original work published 12/2016AD)
McCourt, J., Andrews, T. C., Knight, J. K., Merrill, J. E., Nehm, R. H., Pelletreau, K. N., et al. (2018). What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?. Cbe—Life Sciences Education, 16(3). http://doi.org/10.1187/cbe.16-08-0241