Publications by Luanna B. Prevost

Weston, M. M., Haudek, K. C., Prevost, L. B., Lyons, C., Urban-Lurain, M., Merrill, J. E., & Parker, J. M. (2012). How are students interpreting constructed response questions? Using computerized lexical analysis to identify key concepts in student writing. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
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)
Prevost, L. B. (2015). Assessing student biological understanding using text analysis and machine learning. In Gordon Research Conference on Undergraduate Biology Education Research.
Prevost, L. B. (2015). Assessing student ecological understanding using text analysis and machine learning. In The Ecological Society of America Annual Meeting.
Carter, K., & Prevost, L. B. (2015). Assessing student understanding of core principle structure and function. In SABER. Minneapolis, MN.
Prevost, L. B. (2014). Assessing students ability to trace matter and energy using lexical analysis of written assessments. Society for Advancement of Biology Education Research annual meeting. Minneapolis, MN: SABER. (Original work published 07/2014AD)
Romero, M., Carter, K., & Prevost, L. B. (2015). Assessing writing about matter and energy: Comparing text analysis and machine learning. In Society for Advancement of Biology Education Research.
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)
Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Urban-Lurain, M. (2013). Automated Text Analysis Facilitates Using Written Formative Assessments for Just-in-Time Teaching in Large Enrollment Courses. ASEE Annual Conference. Atlanta, GA: ASEE. Retrieved from http://www.asee.org/public/conferences/20/papers/7131/view (Original work published 06/2013AD)
Prevost, L. B. (2012). Beyond Multiple Choice: Automated Analysis of student Writing Reveals Heterogeneous Student Thinking in STEM [Presentation]. Univeristy of Colorado, Boulder.
Prevost, L. B., Haudek, K. C., Cooper, M., & Urban-Lurain, M. (2014). Computerized Lexical Analysis of Students Written Interpretations of Chemical Representations. In NARST. Pittsburgh, PA. (Original work published 04/2014AD)
Prevost, L. B., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2012). Deciphering Student Ideas on Thermodynamics Using Computerized Lexical Analysis of Student Writing. In American Society for Engineering Education. San Antonio, TX. Retrieved from http://www.asee.org/public/conferences/8/papers/4747/view (Original work published 06/2012AD)
Prevost, L. B., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2012). Examining student constructed explanations of thermodynamics using lexical analysis. In Frontiers in Education. Seattle, WA. (Original work published 10/2012AD)
Prevost, L. B., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2012). Examining students' ability to apply thermodynamics concepts in biology: computerized lexical analysis reveals heterogeneous ideas. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Weston, M. M., Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2014). Examining the Impact of Question Surface Features on Students Answers to Constructed Response Questions in Biology. CREATE for STEM Mini Conference. East Lansing, MI. (Original work published 02/2014AD)
Weston, M. M., Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2014). Examining the impact of question surface features on students' answers to constructed response questions in biology [Poster]. In University Undergraduate Research and Art Forum (UURAF). Michigan State University.
Weston, M. M., Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2014). Examining the impact of question surface features on students' answers to constructed response questions in biology [Poster]. In University Undergraduate Research and Art Forum (UURAF). Michigan State University.
Weston, M. M., Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2014). Examining the impact of question surface features on students’ answers to constructed response questions in biology [Poster]. In CREATE for STEM Mini Conference. East Lansing, MI.
Weston, M. M., Haudek, K. C., Prevost, L. B., Urban-Lurain, M., & Merrill, J. E. (2015). Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis. Cbe—Life Sciences Education, 14(2). http://doi.org/doi:10.1187/cbe.14-07-0110
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.
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)
Prevost, L. B. (2014). Exploring students mental models of matter and energy transformation through lexical analysis of written assessments. Ecological Society of America annual meeting. Sacramento, CA: ESA. (Original work published 08/2014AD)
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.
Macneill, B., Romero, M., Hoskinson, A. -M., & Prevost, L. B. (2017). Follow that carbon atom! Using machine learning to trace student understanding of the carbon cycle. In Ecological Society of America 102nd Annual Meeting.
Weston, M. M., Haudek, K. C., Prevost, L. B., Lyons, C., Urban-Lurain, M., & Merrill, J. E. (2012). How do biology undergraduates "explain" photosynthesis? Investigating student responses to different constructed response question stems. In . Indianapolis: NARST. (Original work published 03/2012AD)
Prevost, L. B. (2012). Insight into Student Thinking in STEM: Lessons Learned from Lexical Analysis of Student Writing [Poster]. In Transforming Research in Undergraduate STEM Education (TRUSE). St. Paul, MN.
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.
Carter, K., & Prevost, L. B. (2017). Investigating text analysis models for assessing student understanding of structure and function. In Transforming Research in Undergraduate STEM Education (TRUSE).
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)
Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2012). Lexical and qualitative analysis of students’ written responses and interviews explaining chemical functional group behavior in cellular biology. 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)
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)
Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Urban-Lurain, M. (2013). Using Computerized Lexical Analysis of Student Writing to Facilitate Just-in-Time-Teaching in Large Enrollment Biology Courses. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. Minneapolis, MN: SABER. (Original work published 07/2013AD)
Urban-Lurain, M., Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Merrill, J. E. (2013). Using computerized lexical analysis of student writing to support just-in-time teaching in large enrollment STEM courses. Frontiers in Education. Oklahoma City: IEEE. (Original work published 10/2013AD)
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.
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)
Santiago, M. M., Kaplan, J. J., Prevost, L. B., Steele, M., Haudek, K. C., & Urban-Lurain, M. (2018). Visualizing students' conceptual understanding in STEM: Faculty perspectives and a live web app demo. In AAC&U 2018 Transforming STEM Higher Education. Atlanta, GA.
Haudek, K. C., Prevost, L. B., Moscarella, R. A., Merrill, J. E., & Urban-Lurain, M. (2012). What are they thinking? Automated analysis of student writing about acid/base chemistry in introductory biology. Cbe—Life Sciences Education, 11(3). http://doi.org/doi:10.1187/cbe.11-08-0084
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