Publications by Karen N. Pelletreau

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
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
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)
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.
Moscarella, R. A., Mazur, A., Pelletreau, K. N., Smith, M. K., Urban-Lurain, M., & Merrill, J. E. (2015). The Central Dogma of molecular biology: Investigating student challenges understanding transcription. In SABER.
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.
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