Articles by BERG members

Articles by UW BERG-Learning Community. BERG-LC members in red.

***** 2016 *****
Shortlidge, E. E., Bangera, G., & Brownell, S. E. (2016). Faculty perspectives on developing and teaching course-based undergraduate research experiences.BioScience,66(1), 54-62.
Crowther, G. J., McFadden, T., Fleming, J. S., & Davis, K. (2016). Leveraging the power of music to improve science education.International Journal of Science Education,38(1), 73-95.
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McFarland, J., & Pape-Lindstrom, P. (2016). The pipeline of physiology courses in community colleges: to university, medical school, and beyond.Advances in Physiology Education,40(4), 473-476.
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McFarland, J., Wenderoth, M. P., Michael, J., Cliff, W., Wright, A., & Modell, H. (2016). A conceptual framework for homeostasis: development and validation.Advances in physiology education,40(2), 213-222.
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Price, R. M., & Perez, K. E. (2016). Beyond the Adaptationist Legacy: Updating Our Teaching to Include a Diversity of Evolutionary Mechanisms.The American Biology Teacher,78(2), 101-108.
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Price, R. M.,, Pope DS, Abraham JK, Maruca S, Meir E. 2016. Improving students’ understanding of genetic drift and their ability to correct misconceptions: the positive impact of a computer-based simulation. Evolution: Education & Outreach. 9: 1-14
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Grunspan, D. Z., Eddy, S. L., Brownell, S. E., Wiggins, B. L., Crowe, A. J., & Goodreau, S. M. (2016). Males under-estimate academic performance of their female peers in undergraduate biology classrooms.PloS one,11(2), e0148405.
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Wright, C. D., Eddy, S. L., Wenderoth, M. P., Abshire, E., Blankenbiller, M., & Brownell, S. E. (2016). Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.CBE-Life Sciences Education,15(2), ar23.
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Brownell, S., Wright, C. E., Couch, B., Crowe, A., Freeman, S., & Wenderoth, M. P. (2016). Navigating from Vision to Change: Tools to help biology departments align curriculum with the core concepts of biology.The FASEB Journal,30(1 Supplement), 553-19.

***** 2015 *****

Crowther, G. J., Davis, K., Jenkins, L. D., & Breckler, J. L. (2015). Integration of Math Jingles into Physiology Courses.Journal of Mathematics Education,8(2), 56-73.
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Modell, H., Cliff, W., Michael, J., McFarland, J., Wenderoth, M. P., & Wright, A. (2015). A physiologist's view of homeostasis.Advances in physiology education,39(4), 259-266.
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Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Seawell, P. C., Imam, J. F. C., Eddy, S. L., ... & Cyert, M. S. (2015). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data.CBE-Life Sciences Education,14(2), ar21.
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Brownell, S. E., & Kloser, M. J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology.Studies in Higher Education,40(3), 525-544.
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Eddy, S. L., Converse, M., & Wenderoth, M. P. (2015).PORTAAL: a classroom observation tool assessing evidence-based teaching practices for active learning in large science, technology, engineering, and mathematics classes.CBE-Life Sciences Education,14(2), ar23.
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Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M. C., & Wenderoth, M. P. (2015). Caution, student experience may vary: social identities impact a student’s experience in peer discussions.CBE-Life Sciences Education,14(4), ar45.
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Eddy, S. L., & Brownell, S. E. (2016). Beneath the numbers: A review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines.Physical Review Physics Education Research,12(2), 020106.
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Theobald, E. J., Crowe, A., HilleRisLambers, J., Wenderoth, M. P., & Freeman, S. (2015). Women learn more from local than global examples of the biological impacts of climate change.Frontiers in Ecology and the Environment,13(3), 132-137.

***** 2014 *****

Chapin, H. C., Wiggins, B. L., & Martin-Morris, L. E. (2014). Undergraduate science learners show comparable outcomes whether taught by undergraduate or graduate teaching assistants.Journal of College Science Teaching,44(2), 90-99.
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Price, R. M., Andrews, T. C., McElhinny, T. L., Mead, L. S., Abraham, J. K., Thanukos, A., & Perez, K. E. (2014). The Genetic Drift Inventory: a tool for measuring what advanced undergraduates have mastered about genetic drift.CBE-Life Sciences Education,13(1), 65-75.
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Abraham, J. K., Perez, K. E., & Price, R. M. (2014). The Dominance Concept Inventory: a tool for assessing undergraduate student alternative conceptions about dominance in Mendelian and population genetics.CBE-Life Sciences Education,13(2), 349-358.
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Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics.Proceedings of the National Academy of Sciences,111(23), 8410-8415.
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Eddy, S. L., & Hogan, K. A. (2014). Getting under the hood: how and for whom does increasing course structure work?.CBE-Life Sciences Education,13(3), 453-468.
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Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. (2014). Gender gaps in achievement and participation in multiple introductory biology classrooms.CBE-Life Sciences Education,13(3), 478-492.
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Brownell, S. E., Freeman, S., Wenderoth, M. P., & Crowe, A. J. (2014). BioCore Guide: a tool for interpreting the core concepts of Vision and Change for biology majors.CBE-Life Sciences Education,13(2), 200-211.
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Brownell, Sara E., Mary Pat Wenderoth, Roddy Theobald, Nnadozie Okoroafor, Mikhail Koval, Scott Freeman, Cristina L. Walcher-Chevillet, and Alison J. Crowe. "How students think about experimental design: novel conceptions revealed by in-class activities."BioScience64, no. 2 (2014): 125-137.

***** 2013 *****
Crowther, G. J., & Davis, K. (2013). Amino acid Jazz: Amplifying biochemistry concepts with content-rich music.Journal of Chemical Education,90(11), 1479-1483.
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Perez, K. E., Hiatt, A., Davis, G. K., Trujillo, C., French, D. P., Terry, M., & Price, R. M. (2013). The EvoDevoCI: a concept inventory for gauging students’ understanding of evolutionary developmental biology.CBE-Life Sciences Education,12(4), 665-675.
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Hiatt, A., Davis, G. K., Trujillo, C., Terry, M., French, D. P., Price, R. M., & Perez, K. E. (2013). Getting to evo-devo: concepts and challenges for students learning evolutionary developmental biology.CBE-Life Sciences Education,12(3), 494-508.
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Eddy, S. L., Crowe, A. J., Wenderoth, M. P., & Freeman, S. (2013). How should we teach tree-thinking? An experimental test of two hypotheses.Evolution: education and outreach,6(1), 1.
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Price, R. M. (2013). Natural Selection Is a Sorting Process: What Does That Mean?.The american biology Teacher,75(2), 130-131.
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***** 2012 *****
Abraham, J. K., Perez, K. E., Downey, N., Herron, J. C., & Meir, E. (2012). Short lesson plan associated with increased acceptance of evolutionary theory and potential change in three alternate conceptions of macroevolution in undergraduate students.CBE-Life Sciences Education,11(2), 152-164.
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Buchwitz, B. J., Beyer, C. H., Peterson, J. E., Pitre, E., Lalic, N., Sampson, P. D., & Wakimoto, B. T. (2012). Facilitating long-term changes in student approaches to learning science.CBE-Life Sciences Education,11(3), 273-282.
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Price, R. M. (2012). How we got here: evolutionary changes in skull shape in humans & their ancestors.The american biology Teacher,74(2), 106-110.
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Price, R. M. (2012). How we got here: an inquiry-based activity about human evolution.Science,338(6114), 1554-1555.
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Andrews, T. M., R. M. Price, L. S. Mead, T. L. McElhinny, A. Thanukos, K. E. Perez, C. F. Herreid, D. R. Terry, and P. P. Lemons. "Biology undergraduates’ misconceptions about genetic drift."CBE-Life Sciences Education11, no. 3 (2012): 248-259.
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Carnell R* and Price RM. 2012. Global Climate Change: What does it look like? National Center for Case Study Teaching in Science, from http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=624&id=624-
Crowther, G. (2012). Using science songs to enhance learning: an interdisciplinary approach.CBE-Life Sciences Education,11(1), 26-30.
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The SingAboutScience.org database: an educational resource for instructors and students. G. J. Crowther
2012 Biochem. Mol. Biol. Educ. 40: 19-22.

***** 2011 *****
Michael, J., & McFarland, J. (2011). The core principles (“big ideas”) of physiology: results of faculty surveys.Advances in physiology education,35(4), 336-341.
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Price, R. M. (2011). Performing evolution: role-play simulations.Evolution: Education and Outreach,4(1), 83-94.
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Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology
David Hake, Janneke HIlleRisLambers, Emile Pitre, and Scott Freeman
2011, Science 332 (6034): 1213-1216

Increased Course Structure Reduces Fail Rates in Introductory Biology. . Freeman, S., D. Haak, and M.P. Wenderoth
2011 CBE Life Science Education 10 (2):175-186

***** 2010 *****

How Accurate Is Peer Grading? Scott Freeman and John W. Parks
CBE Life Sci Educ 2010: 482–488 (Winter 2010)

Teaching the Process of Science: Faculty Perceptions and an Effective Methodology
David Coil, Mary Pat Wenderoth, Matthew Cunningham, and Clarissa Dirks
CBE Life Sci Educ 2010: 524–535 (Winter 2010)

***** 2009 *****
Michael, J., Modell, H., McFarland, J., & Cliff, W. (2009). The “core principles” of physiology: what should students understand?.Advances in Physiology Education,33(1), 10-16.
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***** 2008 *****
Application of Bloom’s Taxonomy Debunks the “MCAT Myth”
Alex Y. Zheng,Janessa K. Lawhorn,Thomas Lumley, Scott Freeman
25 January 2008 Vol 319 Science

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

Alison Crowe,*† Clarissa Dirks,†‡ and Mary Pat Wenderoth*†
CBE—Life Sciences Education Vol. 7, 368–381, Winter 2008

***** 2007 *****
Prescribed Active Learning Increases Performance in Introductory Biology
Scott Freeman, Eileen O’Connor, John W. Parks, Matthew Cunningham,
David Hurley, David Haak, Clarissa Dirks, and Mary Pat Wenderoth
CBE—Life Sciences Education Vol. 6, 132–139, Summer 2007

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