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The Central Dogma of molecular biology: Investigating student challenges understanding transcription. In Society for the Advancement of Biology Education Research. SABER.. (2015).
Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In CREATE for STEM Mini Conference.. (2015).
Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In ASEE Annual Conference. presented at the 06/2014, Indianapolis, IN: ASEE. Retrieved from http://www.asee.org/public/conferences/32/papers/9856/view. (2014).
Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2014, Minneapolis, MN: SABER.. (2014).
Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations. In National Association on Research in Science Teaching. presented at the 04/2013, Rio Grande, Puerto Rico: NARST.. (2013).
Using Lexical Analysis to Explore Students’ Written Responses to Genetics Concept Assessment-Derived Items. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2012, National Meeting of the Society for the Advancement of Biology Education Research: SABER.. (2012).
Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network. CBE - Life Sciences Education, 10, 149-155. presented at the Summer. doi:10.1187/cbe.11-03-0019. (2011).
The genetics concept assessment: A new concept inventory for gauging student understanding of genetics. CBE Life Sci Educ, 7, 422-430. presented at the December 1, 2008. doi:10.1187/cbe.08-08-0045. (2008).