A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

A Case Study Documenting the Process by Which Biology Instructors Transition from Teacher-Centered to Learner-Centered Teaching

(2016) Gili Marbach-Ad et al.   CBE-Life Sciences Education

Improved Student Learning through a Faculty Learning Community: How Faculty Collaboration Transformed a Large-Enrollment Course from Lecture to Student Centered

(2016) Emily R. Elliott et al.   CBE-Life Sciences Education

Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma

(2016) Luanna B. Prevost et al.   CBE-Life Sciences Education

Framework for transforming departmental culture to support educational innovation

(2016) Joel C. Corbo et al.   Physical Review Physics Education Research

How faculty learn about and implement research-based instructional strategies: The case of Peer Instruction

(2016) Melissa Dancy et al.   Physical Review Physics Education Research

Assessing faculty professional development in STEM higher education: Sustainability of outcomes

(2016) T. L. Derting et al.   Science Advances

It’s Personal: Biology Instructors Prioritize Personal Evidence over Empirical Evidence in Teaching Decisions

(2015) Tessa C. Andrews et al.   CBE-Life Sciences Education

Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development

(2015) Diane Ebert-May et al.   CBE-Life Sciences Education

The Impact of Repeated Exposure to Items

(2015) Thomas R. O'Neill et al.   TEACHING AND LEARNING IN MEDICINE

A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions

(2014) Michelle K. Smith et al.   CBE-Life Sciences Education

DNA → RNA: What Do Students Think the Arrow Means?

(2014) L. Kate Wright et al.   CBE-Life Sciences 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

The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices

(2013) Michelle K. Smith et al.   CBE-Life Sciences Education

Climate change and timing of avian breeding and migration: evolutionary versus plastic changes

(2013) Anne Charmantier et al.   Evolutionary Applications

Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and…Tensions with Professional Identity?

(2012) Sara E. Brownell et al.   CBE-Life Sciences Education

Using the Genetics Concept Assessment to Document Persistent Conceptual Difficulties in Undergraduate Genetics Courses

(2012) M. K. Smith et al.   GENETICS

What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs

(2011) Diane Ebert-May et al.   BIOSCIENCE

Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network

(2011) Kevin C. Haudek et al.   CBE-Life Sciences Education

Changing the Culture of Science Education at Research Universities

(2011) W. A. Anderson et al.   SCIENCE

The construction of different classroom norms during Peer Instruction: Students perceive differences

(2010) Chandra Turpen et al.   Physical Review Special Topics-Physics Education Research

Summer Institute to Improve University Science Teaching

(2009) C. Pfund et al.   SCIENCE

Why Peer Discussion Improves Student Performance on In-Class Concept Questions

(2009) M. K. Smith et al.   SCIENCE

The Genetics Concept Assessment: A New Concept Inventory for Gauging Student Understanding of Genetics

(2008) Michelle K. Smith et al.   CBE-Life Sciences Education

Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations

(2007) Charles Henderson et al.   AMERICAN JOURNAL OF PHYSICS