Opportunities for guiding development: insights from first-year life science majors’ use of metacognition, Halmo Stephanie M, Stanton Julie Dangremond, Yamini Kira A, Carter Rayna J, and Ososanya Deborah, Journal of Microbiology and Biology Education, Volume 25, p.e00053–24 (2024)

Metacognition and self-efficacy in action: How first-year students monitor and use self-coaching to move past metacognitive discomfort during problem solving, Halmo Stephanie M, Stanton Julie Dangremond, and Yamini Kira A, CBE—Life Sciences Education, Volume 23, p.ar13 (2024)

Nationally endorsed learning objectives to improve course design in introductory biology, Freeman Scott and Hennessey Kelly M, PLOS ONE, 08/2024 (2024)

Biology in a social context: a comprehensive analysis of humanization in introductory biology textbooks, Lee Jiae, Theobald Elli J, Meuler Madison, Foutch Katherine, Al-Khayat Noor, Boukouzis Katerina, Christensen Priya, Crooks Carmella, Hassanain Lubna M., Karimi Parnian, Kim Galina V., Randall Alyssa, Redford Ingrid K., and Socko Rita, Frontiers in Education, 10/2023, Volume 8 (2023)

“Oh, that makes sense”: social metacognition in small-group problem solving, Halmo Stephanie M, Bremers Emily K, Fuller Sammantha, and Stanton Julie Dangremond, CBE—Life Sciences Education, Volume 21, p.ar58 (2022)

On the relevance of regional collections: a perspective from a recent mammal collection in the heart of the Atlantic Forest hotspot in Brazil, Guerra Edú, Bissoli-Silva Heitor, Lemes Thamila, Silveira Mattheus, Nascimento Monique do, Leite Yuri, and Costa Leonora, Brazilian Journal of Mammalogy (2021)

Active learning:“Hands-on” meets “minds-on”, others, Yannier Nesra, Hudson Scott E, Koedinger Kenneth R, Hirsh-Pasek Kathy, Golinkoff Roberta Michnick, Munakata Yuko, Doebel Sabine, Schwartz Daniel L, Deslauriers Louis, McCarty Logan, and Theobald Elli, Science, Volume 374, p.26–30 (2021)

Misinformation in and about science, Bergstrom Carl T and West Jevin D, Proceedings of the National Academy of Sciences, Volume 118 (2021)

Calling bullshit: the art of skepticism in a data-driven world, Bergstrom Carl T and West Jevin D, Random House Trade Paperbacks (2021)

Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest, Burmeister Alita R., Dickinson Katie, and Graham Mark J., Journal of Microbiology & Biology Education (2021)

Advancing the guidance debate: Lessons from educational psychology and implications for biochemistry learning, Halmo Stephanie M, Sensibaugh Cheryl A, Reinhart Peter, Stogniy Oleksandra, Fiorella Logan, and Lemons Paula P, CBE—Life Sciences Education, Volume 19, p.ar41 (2020)

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math, Theobald Elli and Hill Mariah J, PNAS, 03/2020 (2020)

Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math, others, Theobald Elli J, Hill Mariah J, Tran Elisa, Agrawal Sweta, E Arroyo Nicole, Behling Shawn, Chambwe Nyasha, Cintrón Dianne Laboy, Cooper Jacob D, and Dunster Gideon, Proceedings of the National Academy of Sciences, Volume 117, p.6476–6483 (2020)

Student difficulties during structure–function problem solving, Halmo Stephanie M, Sensibaugh Cheryl A, Lemons Paula P, Bhatia Kush S, Howell Alexandra, Ferryanto Ersta P, Choe Bryant, Kehoe Kaitlin, and Watson Morgan, Biochemistry and Molecular Biology Education, Volume 46, p.453–463 (2018)

Student perception of group dynamics predicts individual performance: Comfort and equity matter, Wiggins Benjamin L, Grunspan Daniel Z, Eddy Sarah L, Crowe Alison J, and Theobald Elli J, PloS one, Volume 12, p.e0181336 (2017)

Men set their own cites high: Gender and self-citation across fields and over time, Bergstrom Carl T, Jacquet Jennifer, West Jevin D, King Molly M, and Correll Shelley J, Socius, Volume 3, p.2378023117738903 (2017)

Student Perception of Group Dynamics Predicts Individual Performance: Comfort and Equity Matter, Crowe Alison J, Wiggins Benjamin L, Grunspan Daniel Z, Eddy Sarah L, and Theobald Elli J, PLOS ONE, Volume 12 (2017)

Student perception of group dynamics predicts individual performance: Comfort and equity matter, Wiggins Benjamin L, Grunspan Daniel Z, Eddy Sarah L, Crowe Alison J, and Theobald Elli J, PLoS ONE, 07/2017, Volume 12, Issue 7 (2017)

The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences, Crowe Alison J, Eddy Sarah L, Grunspan Daniel Z., and Wiggins Benjamin L., AERA Open, 2017/04/01, Volume 3, Issue 2, p.2332858417708567 (2017)

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom, Crowe Alison J, Eddy Sarah L, Grunspan Daniel Z., Wiggins Benjamin L., Wener-Fligner Leah, Freisem Karen, Theobald Elli J., and Timbrook Jerry, CBE-Life Sciences Education, Volume 16 (2017)

Group experience impacts individual performance, Wiggins BL, Eddy SL, Grunspan DE, Crowe AC, Theobald EJ, and Freisem K, PLOS ONE, Volume 12, Issue 7 (2017)

The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences, Wiggins BL, Eddy SL, Grunspan DE, and Crowe AC, AERA Open, Volume 3 (2017)

ASPECT: a survey to assess student perspective of engagement in an active-learning classroom, Crowe A J, Eddy S L, Grunspan D E, Theobald E J, Wiggins B L, Wener-Fligner L S, Timbrook J P, and Freisem K, CBE-LSE, Volume 16 (2017)

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms, Crowe Alison J, Eddy Sarah L, Grunspan Daniel Z., Brownell Sara E., Wiggins Benjamin L., and Goodreau Steven M., PLOS ONE, 2016/02/10, Volume 11, Issue 2, p. - (2016)