Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure

High Structure Active Learning Pedagogy for the Teaching of Organic Chemistry: Assessing the Impact on Academic Outcomes

(2017) Michael T. Crimmins et al.   JOURNAL OF CHEMICAL EDUCATION

Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses

(2016) Christian D. Wright et al.   CBE-Life Sciences Education

Options for Online Undergraduate Courses in Biology at American Colleges and Universities

(2016) Alison K. Varty   CBE-Life Sciences Education

Broadening Participation in the Life Sciences: Current Landscape and Future Directions

(2016) Kenneth D. Gibbs et al.   CBE-Life Sciences Education

A Quasi Experiment to Determine the Effectiveness of a “Partially Flipped” versus “Fully Flipped” Undergraduate Class in Genetics and Evolution

(2016) Alison E. M. Adams et al.   CBE-Life Sciences Education

A Tale of Two Sections: An Experiment to Compare the Effectiveness of a Hybrid versus a Traditional Lecture Format in Introductory Microbiology

(2015) Alison E. M. Adams et al.   CBE-Life Sciences Education

Increased Preclass Preparation Underlies Student Outcome Improvement in the Flipped Classroom

(2015) David Gross et al.   CBE-Life Sciences Education

Analyzing the impact of course structure on electronic textbook use in blended introductory physics courses

(2014) Daniel T. Seaton et al.   AMERICAN JOURNAL OF PHYSICS

Getting Under the Hood: How and for Whom Does Increasing Course Structure Work?

(2014) Sarah L. Eddy et al.   CBE-Life Sciences Education

It's not about seat time: Blending, flipping, and efficiency in active learning classrooms

(2014) Paul Baepler et al.   COMPUTERS & EDUCATION

Active learning increases student performance in science, engineering, and mathematics

(2014) S. Freeman et al.   PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA

Listening to student conversations during clicker questions: What you have not heard might surprise you!

(2011) Mark C. James et al.   AMERICAN JOURNAL OF PHYSICS

Effects of Collaborative Group Composition and Inquiry Instruction on Reasoning Gains and Achievement in Undergraduate Biology

(2011) Jamie Lee Jensen et al.   CBE-Life Sciences Education

Increased Course Structure Improves Performance in Introductory Biology

(2011) Scott Freeman et al.   CBE-Life Sciences Education

Boosting Minorities in Science

(2011) F. A. Hrabowski   SCIENCE

Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology

(2011) D. C. Haak et al.   SCIENCE

Just the Facts? Introductory Undergraduate Biology Courses Focus on Low-Level Cognitive Skills

(2010) Jennifer L. Momsen et al.   CBE-Life Sciences Education

Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology

(2008) Alison Crowe et al.   CBE-Life Sciences Education