Publications

Ha M, Nehm RH. Exploring the use of machine translation and machine grading of open-ended assessments in international comparison studies. In: European Science Education Research Association Meeting. ; 2015.

Haudek KC, Moscarella RA, Weston MM, Merrill JE, Urban-Lurain M. Construction of rubrics to evaluate content in students' scientific explanation using computerized text analysis. In: Narst. ; 2015.

Mazur A, Moscarella RA, Merrill JE, Urban-Lurain M. Biology Central Dogma: What are the Student Learning Challenges? In: University Undergraduate Research And Arts Forum. Michigan State University; 2015.

Mazur A, Moscarella RA, Urban-Lurain M, Merrill JE. Student writing reveals misconceptions in the Central Dogma of Biology. In: The Mid-Michigan Symposium For Undergraduate Research Experiences. ; 2015.

Merrill JE, Haudek KC, Smith MK, et al. Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In: Create For Stem Mini Conference. East Lansing, MI; 2015.

McCourt J, Andrews TC, Crumbs T, et al. Using faculty learning communities to promote the development of student-centered biology instructors. In: Saber. ; 2015.

Moscarella RA, Mazur A, Pelletreau KN, Smith MK, Urban-Lurain M, Merrill JE. The Central Dogma of molecular biology: Investigating student challenges understanding transcription. In: Saber. ; 2015.

Moscarella RA, Stoltzfus JR, Merrill JE, Haudek KC, Urban-Lurain M. Creation of scoring rubrics assisted by Computerized Text Analysis. In: Create For Stem Mini Conference. East Lansing, MI; 2015.

Moscarella RA, Park M, Steele M, et al. Insights into Students Thinking about the Central Dogma from the Automated Analysis of Constructed Response Questions. In: Saber. ; 2015.

Prevost LB. Assessing student ecological understanding using text analysis and machine learning. In: The Ecological Society Of America Annual Meeting. ; 2015.

Pelletreau KN, Knight JK, Lemons PP, et al. 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. ; 2015.

Prevost LB. Assessing student biological understanding using text analysis and machine learning. In: Gordon Research Conference On Undergraduate Biology Education Research. ; 2015.

Park M, Urban-Lurain M, Haudek KC. A Promising Approach to Examining Student Energy Conceptions. In: Create For Stem Mini Conference. ; 2015.

Smith MK. Moving Beyond First-Generation Biology Education Research: Using Faculty Learning Communities to Enhance Student-Centered Instruction. In: Gordon Research Conference On Undergraduate Biology Education Research. ; 2015.

Steele M, Park M, Urban-Lurain M. AACR: Probing Student Thinking with Computer Analyzed Constructed Response Questions. In: American Association Of Physics Teachers Summer Meeting. ; 2015.

Romero M, Carter K, Prevost LB. Assessing writing about matter and energy: Comparing text analysis and machine learning. In: Society For Advancement Of Biology Education Research. ; 2015.

Steele M, Haudek KC, Merrill JE, Moscarella RA, Park M, Urban-Lurain M. Automated Reporting of the Lexical and Statistical Analysis of Student Constructed Responses. In: Create For Stem Mini-Conference. ; 2015.

Urban-Lurain M, Merrill JE, Haudek KC, et al. Automated analysis of constructed responses: What are we modeling? In: Society For The Advancement Of Biology Education Research. ; 2015.

Steele M, Park M, Urban-Lurain M. AACR: Automated Analysis of Constructed Response Physics and Astronomy Questions. In: American Association Of Physics Teachers Summer Meeting. ; 2015.

Urban-Lurain M, Cooper M, Haudek KC, et al. Expanding a national network for automated analysis of constructed response assessments to reveal student thinking in STEM. Computers in Education Journal. 2015;6(1):65-81.

Weston MM, Haudek KC, Prevost LB, Urban-Lurain M, Merrill JE. Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis. CBE—Life Sciences Education. 2015;14(2). doi:doi:10.1187/cbe.14-07-0110.

Ha M, Baldwin B, Nehm RH. The Long-Term Impacts of Short-Term Professional Development: Science Teachers and Evolution. Evo Edu Outreach. 2015;8(11). doi:10.1186/s12052-015-0040-9.

Williams LC. Students' understanding of structure-property relationships and the role of intermolecular forces. Chemistry. 2015;Doctor of Philosophy.

Federer MR, Nehm RH, Opfer JE, Pearl D. Using a Constructed-Response Instrument to Explore the Effects of Item Position and Item Features on the Assessment of Students Written Scientific Explanations. Research in Science Education. 2014. doi:10.1007/s11165-014-9435-9.

Kaplan JJ, Haudek KC, Ha M, Rogness N, Fisher DG. Using Lexical Analysis Software to Assess Student Writing in Statistics. Technology Innovations in Statistics Education. 2014;8(1). http://escholarship.org/uc/item/57r90703.

Moharreri K, Ha M, Nehm RH. EvoGrader: an online formative assessment tool for automatically evaluating written evolutionary explanations. Evolution: Education and Outreach. 2014;7:15. doi:10.1186/s12052-014-0015-2.

Ha M, Nehm RH. Darwin's Difficulties and Students' Struggles with Trait Loss: Cognitive-Historical Parallelisms in Evolutionary Explanation. Science & Education. 2014;23:1051-1074. doi:10.1007/s11191-013-9626-1.

Kaplan JJ, Haudek KC, Ha M, Rogness N, Fisher DG. Using Lexical Analysis Software to Assess Student Writing in Statistics. Technology Innovations in Statistics Education. 2014;8(1). https://escholarship.org/uc/item/57r90703.

Ha M, Ponnuraj GT, Nehm RH. EvoGrader: An Online Formative Assessment Tool for Automatically Analyzing Students Ideas in Written Evolutionary Explanations. In: Saber. ; 2014.

Urban-Lurain M, Cooper M, Haudek KC, et al. Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In: Asee. Indianapolis, IN; 2014. http://www.asee.org/public/conferences/32/papers/9856/view.

Prevost LB, Haudek KC, Cooper M, Urban-Lurain M. Computerized Lexical Analysis of Students Written Interpretations of Chemical Representations. In: Narst. Pittsburgh, PA; 2014.

Smith MK. Documenting the Importance of Active-Learning and Using Data to Guide Institutional Change. In: Festival Of Learning And Teaching. ; 2014.

Weston MM, Haudek KC, Prevost LB, Merrill JE, Urban-Lurain M. 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; 2014.

Weston MM, Haudek KC, Prevost LB, Merrill JE, Urban-Lurain M. 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; 2014.

Weston MM, Haudek KC, Prevost LB, Merrill JE, Urban-Lurain M. 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; 2014.

Corley L, Olwine J, Noyes K, Cooper M, Haudek KC, Urban-Lurain M. Automated Analysis of Students Constructed Explanations in Chemistry. Biennial Conference on Chemical Education. 2014.

Kaplan JJ, Gabrosek J, Curtiss P, Malone CJ. Everyone Knows What a Histogram Is, or Do They?: How Non-Statisticians Read Histograms. Joint Statistical Meetings. 2014.

Prevost LB. Exploring students mental models of matter and energy transformation through lexical analysis of written assessments. Ecological Society of America annual meeting. 2014.

Voreis JS, Andrews TC, Federer MR, et al. Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER). 2014.

Prevost LB. Assessing students ability to trace matter and energy using lexical analysis of written assessments. Society for Advancement of Biology Education Research annual meeting. 2014.

Weston MM, Haudek KC, Prevost LB, Merrill JE, Urban-Lurain M. Examining the Impact of Question Surface Features on Students Answers to Constructed Response Questions in Biology. CREATE for STEM Mini Conference. 2014.

Urban-Lurain M, Merrill JE, Cooper M, Lira CT, Haudek KC. AACR III: Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. CREATE for STEM Mini Conference. 2014. http://conference.create4stem.msu.edu/.

Smith MK, Jones FHM, Gilbert SL, Wieman CE. The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices. Cell Biology Education. 2013;12:618-627. doi:10.1187/cbe.13-08-0154.

Beggrow EB, Ha M, Nehm RH, Pearl D, Boone WJ. Assessing Scientific Practices Using Machine-Learning Methods: How Closely Do They Match Clinical Interview Performance? Journal of Science Education and Technology. 2013. doi:DOI 10.1007/s10956-013-9461-9.

Urban-Lurain M, Prevost LB, Haudek KC, Norton-Henry E, Berry MC, Merrill JE. Using computerized lexical analysis of student writing to support just-in-time teaching in large enrollment STEM courses. Frontiers in Education. 2013;43:7.

Prevost LB, Haudek KC, Norton-Henry E, Berry MC, Urban-Lurain M. 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. 2013.

Prevost LB, Haudek KC, Norton-Henry E, Berry MC, Urban-Lurain M. Automated Text Analysis Facilitates Using Written Formative Assessments for Just-in-Time Teaching in Large Enrollment Courses. ASEE Annual Conference. 2013. http://www.asee.org/public/conferences/20/papers/7131/view.

Weston MM, Parker JM, Urban-Lurain M. Comparing Formative Feedback Reports: Human and Automated Text Analysis of Constructed Response Questions in Biology. In: Narst. Rio Grande, Puerto Rico; 2013.

Haudek KC, Urban-Lurain M, Russell AA. Exploring Computerized Lexical Analysis to Predict Calibrated Peer Review Ratings of Student Writing in Chemistry. In: Narst. Rio Grande, Puerto Rico; 2013.

Prevost LB, Knight JK, Smith MK, Urban-Lurain M. Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations. In: Narst. Rio Grande, Puerto Rico; 2013.