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Through partnerships with local K-12 school systems, colleges, businesses and industry foundations, and national education leaders, we’re creating a learning landscape that supports all students while leading to a productive workforce.

Key Projects

  • Catalyzing Change in Calculus (C3)

    This project is implementing Modeling Practices in Calculus, a student-centric curriculum through which students emulate the practices of mathematicians in the classroom to learn both Calculus 1 and Calculus 2. The curriculum brings active student learning into the classroom and integrates asset-based and culturally responsive practices developed over FIU’s 15-year history of transforming introductory STEM courses.

  • Extending the Coherent Gateway to STEM Teaching and Learning

    There is compelling evidence that introductory gateway courses are often significant barriers to student success, persistence and graduation in STEM fields. This collaborative research and development project is designed to implement an innovative teaching and learning model, 3D Learning, and investigate the factors affecting the adoption and implementation of instructional innovation in introductory and upper-level STEM courses.

  • Supporting Teachers to Encourage the Pursuit of Undergraduate Physics

    The Discovery Research K-12 program seeks to significantly enhance the learning and teaching of STEM by pre-K-12 students and teachers, through research and development of innovative resources, models and tools. This project assesses the impact of scaling up the teaching of physics and engineering to women students in grades 11 and 12, particularly in reference to retention.

  • Gamification, Women Computer science Students' Engagement and Women-CS Fit

    This gender study seeks to better understand implications of gamification on student learning, identity development and self-efficacy beliefs. The study consists of an in-depth inquiry into the experiences of female students as they participate in the use of SEP-CyLE (Software Engineering and Program Cyberlearning Environment) to provide insight into a demographic critical to the future success of computing.

  • Design and Development of a K-12 STEM Observation Protocol

    This late-phase design and development project focuses on the teaching strand through the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Specifically, the STEM-OP will be developed for use in K-12 science and/or engineering settings.

  • Improving Biology Education

    We are transforming undergraduate biology education though projects focused on improving student understanding of scientific literature, influencing interest and persistence in biology career pathways and improving student success through evidence-based instructional practices.

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Publications

  • 2020

    Bain, K., Bender, L., Bergeron, P., Caballero, M. D., Carmel, J. H., Duffy, E. M., … Cooper, M. M. (2020).  Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol. PLoS ONE.

    Benabentos R; Hazari Z; Stanford J; Potvin G; Marsteller P; Thompson K; Cassone V; Murasko D; Kramer L. (2020). Measuring the implementation of student-centered teaching strategies in lower- and upper-division STEM courses. Journal of Geoscience Education (in press).

    Berhane, B. T., Hayes Buenaflor, S. L., Fries-Britt, S. L., Onuma, F., & Ogwo, A. (2020). Investigating Institutional Sources of Support at Two- and Four-Year Colleges that Facilitate the Transfer and Persistence of Black Engineering Students. Community College Review.

    Berhane, B. T., Sercules, S. D., & Onuma, F. (2020). Learning while Black: Identity formation and social experiences for six undergraduate engineering transfer students. Journal of Women and Minorities in Science and Engineering.

    Berhane, B. T., Jerez, I. G., & Miranda, C. (2020). Seven challenges in conceptualizing and assessing the entrepreneurial mindset in Engineering Education. International Journal of Entrepreneurial Behavior and Research, (Entrepreneurial Learning: The implications of Social Relationships and the Practice of Entrepreneurship (Special Issue)). 

    Castillo, A. J., & Duran Oliva, P. (2020). Active learning approaches and student self-confidence in calculus. International Journal of Research in Undergraduate Mathematics Education.

    Chatzikyriakidou, K., Validation of a questionnaire measuring university students’ sense of belonging and involvement in their department. 

    Chatzikyriakidou, K., Undergraduate biology student epistemologies for science and learning in class: Revisiting the MBEX survey. 

    Chatzikyriakidou, K., Lens of the 5 Core Concepts of Biology.

    Cian, H. D. (2020). Assessing student knowledge, values, and personal experience to determine associations with socioscientific reasoning. Electronic Journal for Research in Science and Mathematics Education, 24(1), 56–85.

    Dare, E. A., & Ring-Whalen, E. A. (accepted). Eliciting and refining conceptions of STEM education: A series of activities for professional development. Innovations in Science Teacher Education.

    Dare, E. A., & Roehrig, G. H. (2020). Beyond Einstein and explosions: Understanding 6th grade girls’ and boys’ perceptions of physics, school science, and STEM careers. Journal of Women and Minorities in Science and Engineering, 26(6), 541-577.

    Ellis, J. A., Wieselmann, J. R., Sivaraj, R., Roehrig, G. H., Dare, E. A., & Ring-Whalen, E. A. (2020). Toward a productive definition of technology in science and STEM education. Contemporary Issues in Technology and Teacher Education – Science, 20(3).

    Wieselmann, J. R., Keratithamkul, K., Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2020). Discourse analysis in integrated STEM activities: Methods for examining power and positioning in small group interactions. Research in Science Education. https://doi.org/10.1007/s11165-020-09950-w

    Dou, R., Bhutta, K., Ross, M., Kramer, L., & Thamotharan, V. (2020). The effects of computer science stereotypes and interest on middle school boys’ career intentions. ACM Transactions on Computing Education, 20(3), 1-18https://dl.acm.org/doi/abs/10.1145/3394964

    Dou, R., & Cian, H. (2020). The relevance of childhood science talk as a proxy for college students’ STEM identity at a Hispanic Serving Institution. Research in Science Education50, 1–13.

    Anna Maria Arias, Brett A. Criswell, Joshua A. Ellis, Lawrence T. Escalada, et al.. "The Framework for Analyzing Video in Science Teacher Education and Examples of its Broad Applicability" Innovations in Science Teacher Education Vol. 5 Iss. 4 (2020) ISSN: 2472-2553
    Available at: http://works.bepress.com/joshua-ellis/31/

    Ramya Sivaraj, Joshua A. Ellis, Jeanna R. Wieselmann and Gillian H Roehrig. "Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education" Human Behavior and Emerging Technologies Vol. 2 Iss. 4 (2020) p. 387 - 400 ISSN: 2578-1863
    Available at: http://works.bepress.com/joshua-ellis/32/

    Joshua A. Ellis, Jeanna R. Wieselmann, Ramya Sivaraj, Gillian H Roehrig, et al.. "Toward a Productive Definition of Technology in Science and STEM Education" Contemporary Issues in Technology and Teacher Education - Science Education Vol. 20 Iss. 3 (2020)
    Available at: http://works.bepress.com/joshua-ellis/33/

     Fuller, E. J., Payne, S., Zhang, C., & Spirou, G. (2020). Diffusion Profile Embedding as a Basis for Graph Vertex Similarity. Network Science.

    In Press Fuller, E. J., & Deshler, J. (2020). A Face-to-Face Program of Support for Students in a Hybrid Online Developmental Mathematics Course. In Teaching and Learning Mathematics Online (pp. 217–234). Taylor and Francis. Author: 2

    Fuller, E. J., Deshler, J., & Stewart, J. (2020). Using the Social Cognitive Theory Framework to Characterize Gender Differences in the Developmental Trajectory of STEM Self-Efficacy in Science and Engineering Students. Journal of Science Education and Technology. Author: 2 

    Hite, R., Vieyra, R., Milbourne, J., Dou, R., Spuck, T., & Smith, J.F. (2020). STEM Teacher Leadership in Policy. In C. Johnson, M. Mohr-Schroeder, T. Moore, & L. English (Eds.), Handbook of Research on STEM Education (Ch. 37). London, UK: Routledge/Taylor & Francis.

    Knekta, E., Rowland, A., Corwin, L., & Eddy, S. L (n.d.). Measuring university students’ interest in biology: Evaluation of an instrument targeting Hidi & Renninger's individual interest. International Journal of STEM Education.

    Mahadeo, J., Hazari, Z., & Potvin, G. (2020). Developing a computing identity framework: Understanding computer science and information technology career choice. ACM Transactions on Computing Education (TOCE), 20, 1–14. 

    McCartney, M. R., Chatzikyriakidou, K., Tacloban, M. J., & Manrique, C. (2020). Exploring Primary Scientific Literature through the Lens of the 5 Core Concepts of Biology. CourseSource

    McCartney, M. R., Tacloban, M. J., Kararo, M., & Wright, A. (2020). The Use of Primary Scientific Literature in the High School Classroom. Journal of Research in Science Teaching.

    Pape-Lindstrom, P., Casper, A., Eddy, S. L., & Freeman, S. (n.d.). Community college students rise to the challenge— meeting the time demands of highly structured courses. Journal of College Science Teaching.

    Roehrig, G. H., Anwar, T., Ellis, J. A., & McFadden, J. (2020). Exploring reflective practices of beginning science teachers. Teaching and Teacher Education.

    Ross, M.S., Huff, J., & Godwin, A. (2020). Resilient Engineering Identity Development Critical to Prolonged Engagement of Black Women in Engineering. Journal of Engineering Education

    Ross, M. S., & Hazari, Z. S. (2020). The Intersection of Being Black and Being a Woman: Examining the effect of social computing relationships on computer science career choice. ACM Transactions on Computing Education, 20(2), 1–15. https://doi.org/10.1145/3377426

    Saeed Moshfeghyeganeh, Zahra Hazari, the Effect of Culture on Physicists Career Choice, in progress.

    Saeed Moshfeghyeganeh, Zahra Hazari, The Effect of Spirituality and religiosity on Physics career choice, in progress.

    Secules, S. D., Sochacka, N., Huff, J., & Walther, J. (2020). Constructing the Social Worlds of Emotional Significance for Undergraduate Engineering Students. Journal of Engineering Education.

    Sivaraj, R., Ellis, J. A., Wieselmann, J. R., & Roehrig, G. H. (2020). Computational Participation and the Learner-Technology Pairing in K-12 STEM Education. Human Behavior and Emerging Technologies.

    Sonia Underwood. Kararo, A.T. “Using memes in the classroom as a final exam review activity”, Journal of Chemical Education, https://doi.org/10.1021/acs.jchemed.0c00068. Impact Factor: 1.76

    Stephenson, N., Duffy, E. M., Day, E. L., Padilla, K., Herrington, D., Cooper, M., & Carmel, J. H. (2020). Development and Validation of Scientific Practices Assessment Tasks for the General Chemistry Laboratory. JOURNAL OF CHEMICAL EDUCATION, 97, 884–893. ACS Editors Choice.

  • 2019

    Benabentos, R., Biswas, S., & Kramer, L. H. (2019). Institutionalizing Evidence-Based STEM Reform: Faculty Development Structures and Student Impact.

    Becerra, S., Benabentos, R., Kravec, M. E., Collins, T. M., & Eddy, S. L. (2019). Closing the Achievement Gap in a Large Introductory Course by Balancing Reduced In-Person Contact with Increased Course Structure. Cell Biology Education – Life Science Education, 18(1), 1–10. https://doi.org/10.1187/cbe.18-08-0153

    Biswas, S., & Benabentos, R. (2019). Faculty Professional Development: Building Professional Learning Communities to Promote Evidence-Based Teaching Practices.

    Carmel, J; Herrington, D; Posey, L; Ward, J; Pollock, A; Cooper, M; Helping Students to "Do Science": Characterizing Scientific Practices in General Chemistry Laboratory Curricula. Journal of Chemical Education.

    Casper, A., Eddy, S. L., & Freeman, S. (2019). True Grit: Making an Innovative Course Design Work. PLoS Biology, 17(7), e3000359.

    Castillo, A. J., & Marshall, J. (2019). Understanding two-year college mathematics faculty perceptions and use of cooperative learning. MathAMATYC Educator.

    Chari, D; Potvin, G; Admissions practices in terminal master’s degree-granting physics departments: A comparative analysisPhysics Review Physics Education Research 15

    Chari, D. N., & Potvin, G. D. (2019). Multiple perspectives in graduate admissions- a comparison of faculty and students’ admissions related perceptions.Physical Review PER.

    Chari, D., & Potvin, G. (2019). Understanding the importance of graduate admissions criteria according to prospective graduate students.Physical Review Physics Education Research, 15, 023101.

    Wieselmann, J. R., Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). “I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM unit. Journal for Research in Science Teaching, 57(1), 112-144.

    Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). Creating a continuum of STEM models: Exploring how K-12 science teachers conceptualize STEM education. International Journal of Science Education, 41(12), 1701-1720.

    Dou, R.& Zwolak, J.P. (2019). Practitioner’s guide to social network analysis: Examining physics anxiety in an active-learning setting. Physical Review Physics Education Research, 15(2), 020105.

    Dou, R., Teodorescu, R., Madsen, A., Redish, E. F., & Reeves, M. (2019). Examining course syllabi: Introductory physics for life sciences. Physical Review Physics Education Research15(2), 20143.

    Dou, R., Hazari, Z., Dabney, K., Gerhard, S., & Sadler, P. (2019). Early informal STEM experiences and STEM identity: The importance of talking science. Science Education, 103:623-637.

    Ellis, J. A., Dare, E. A., Roehrig, G. H., & Ring-Whalen, E. A. (2019). Observing integrated STEM instruction with the Reformed Teaching Observation Protocol: Challenges and limitations. School Science and Mathematics.

    Eric, W. A., Zwolak, J. P., Dou, R., & Brewe, E. (2019). Linking engagement and performance: The social network analysis perspective. Physical Review Physics Education Research, 15(2), 020150–1 – 020150–15.

    Fisher, K, Q; Sitomer, A; Bouwma-Gearhart, J; Koretsky, M; Using social network analysis to develop relational expertise for an instructional change initiative. International Journal of STEM Education.

     

    Fuller, E., Deshler, J., Darrah, M., Trujillo, M., & Wu, X. (2019). Anxiety and Personality Factors Influencing the Completion Rates of Developmental Mathematics Students.International Journal of Research in Undergraduate Mathematics Education.

    Gavassa, S., Benabentos, R., Kravec, M., Collins, T., & Eddy, S. L. (2019). Balancing reduced in person contact with increased course structure while closing the achievement gap in a large introductory course. CBE-Life Sciences Education, 18(Spring 2019), ar8.

    Hazari, Z., Farhangi, S., & Potvin, G. (2019). Micro-Agency: Measuring the Initiation of Agency Within Science Classes. Journal of College Science Teaching, 49.

    Ingelise Giles, Nicholas Oehm, Leslie Nisbet-Gonzalez, and Jon Anderson, The Path to Recruiting 1,000 Students in Five Years, 2019 UTeach Conference: UTeach in the Next Decade, Austin, TX, Tuesday, May 21-23, 2019

    Ingelise Giles, Nicholas Oehm, and Leslie Nisbet-Gonzalez,  Step 1 and 2 Combo Course: Meeting the Needs of the Transfer Student, 2019 UTeach Conference: UTeach in the Next Decade, Austin, TX, May 21-23, 2019

    Kararo, M., & McCartney, M. (2019). Annotated primary scientific literature: A pedagogical tool for undergraduate courses. PLoS Biology, 17, e3000103. 

    Kornreich Leshem, H., Benabentos, R., Hazari, Z. S., Potvin, G. D., & Kramer, L. H. (2019). Learning Assistants as Cognitive and Affective Coaches: An Exploration of the Impact of Classroom Experiences on Students’ Metacognitive Awareness and Disciplinary Identity in STEM College Classrooms. Journal of Research in Science Teaching.

    Knekta (Post_Doc), E., Runyon, C., & Eddy, S. L. (2019). One size does not fit all: testing the use of published surveys in your context with a focus on factor analysis. CBE Life Sciences Education, 18, 1–17.

    Lock, R. M., Hazari, Z., & Potvin, G. (2019). Impact of out-of-class science and engineering activities on physics identity and career intentions. Physical Review Physics Education Research, 15, 020137.

    McCartney, M. R. (2019). Presenting yourself as a scientist. Presented at the McNair Research Experience for Undergraduates, Miami, FL.

    McCartney, M. R., & Ritchie, T. S. (2019). Providing transferable, professional skills for the next generation of scientific professionals through an outreach opportunity. Journal of STEM Outreach.

    Ritchie, T., & Mccartney, M. (2019). Annotator professional development training: An outreach opportunity in STEM education and communication. ABSTRACTS OF PAPERS OF THE AMERICAN CHEMICAL SOCIETY, 257. 

    Rohde, J., Musselman, L., Benedict, B., Verd’in, D., Godwin, A., Kirn, A., ... Potvin, G. (2019). Design Experiences, Engineering Identity, and Belongingness in Early Career Electrical and Computer Engineering Students. IEEE Transactions on Education, 62, 165–172.

    Rowland, A., Knekta, E., Eddy, S. L., & Corwin, L. (2019). Defining and Measuring Students’ Interest in Biology: A Literature Review. CBE-Life Sciences Education, 18(3), ar34

    Saeed Moshfeghyeganeh, Zahra Hazari. (2019). Muslim Women Physicists’ Career Choice; Investigating the Effect of Culture. Poster Section, PERC, Provo, Utah, July 2019

    Secules, S. D. (2019). Making the Familiar Strange: An Ethnographic Scholarship of Integration Contextualizing Engineering Educational Culture as Masculine and Competitive. Engineering Studies, 11(3), 196–216.

    Secules, S. D., & Lawson, W. (2019). Description and Mixed Methods Evaluation of a Novel Hardware-Based Introductory Programming Course. Advances in Engineering Education, 7(3), 1–30. https://advances.asee.org/description-and-mixed-methods-evaluation-of-a-novel-hardware-based-introductory- programming-course/ 

    Secules, S. D. (2019). Positionality Practices and Dimensions of Impact on Equity Research: A Collaborative Inquiry and Call to the Community. Journal of Engineering Education.

    Shealy, T., Klotz, L., Godwin, A., Hazari, Z., Potvin, G., Barclay, N., & Cribbs, J. (2019). High school experiences and climate change beliefs of first year college students in the United States. Environmental Education Research, 25, 925–935.

    Theobald, E., Aikens, M., Eddy, S. L., & Jordt, H. (2019). Beyond linear regression: A reference for analyzing common data types in discipline based education research. Physical Review Physics Education Research, 15(020110), 1–21.

    Underwood, S. M., Gadia, G., & Kararo, A. T. (2019). Investigating the impact of three-dimensional learning on student understanding of structure-property relationships. Journal of Chemical Education.

    Verdin, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G. (2019). Engineering role identity fosters grit differently for women first-and continuing-generation college students. The International Journal of Engineering Education, 35, 1037–1051.

    Wieselmann, J. R., Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). “There are Other Ways to Help Besides Using the Stuff”: Group Gender Composition and Students’ Participation in Small Group STEM Activities. Journal of Research in Science Teaching.

  • 2018

    Verdin, D., Godwin, A., & Ross, M.; STEM Roles: How Students’ Ontological Perspectives Facilitate STEM Identities. Journal of Pre-College Engineering Education Research (J-PEER).

    Fisher, K, Q; Department-Level Instructional Change: Comparing Prescribed vs Emergent Strategies, CBE-Life Sciences Education, Spring 2018.

    Fisher, K. Q; Researching and Enacting Change in Postsecondary Education, Taylor & Francis, Spring 2018.

    Potvin, G., McGough, C., Benson, L., Boone, H.J., Dolye, J., Godwin, A., Kirn, A., Ma, B., Rohde, J., Ross, M., Verdin, D. (2018) Gendered interests in electrical, computer, and biomedical engineering: Intersections with career outcome expectations. IEEE Transactions on Education. 

    Knetka, E; McCartney, M; “What Can Departments Do to Increase Students Retention? A Case Study of Students Sense of Belonging and Involvement in a Biology Department”, Journal of College Student Retention: Research, Theory & Practice, July 2018.

    Fisher, K, Q; Finding the Leaders: An Examination of Social Network Analysis and Leadership Identification in STEM Education Change, International Journal of STEM Education, Spring 2018.

    Dou, R; Brewe, E; Potvin, G; Zwolak, JP; Hazari, Z; “Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses”, International Journal of Science Education, June 18.

    Hazari, Z., & Cass, C. (in press). Towards Meaningful Physics Recognition: “What does this recognition actually look like?” The Physics Teacher, accepted April 2018.

    McCartney, M; Childers, C; Baiduc, R; Barnicle, K; Annotated Primary Literature: A Professional Development Opportunity in Science Communication for Graduate Students and Postdocs. Journal of Microbiology & Biology Education, 19(1), 2018.

    Kohn, K.; Underwood, S.M.; Cooper, M.M. “Energy Connections and Misconnections Across Chemistry and Biology”, CBE Life Science Education, 2018, 17, ar3, 10.1187/cbe.17-08-0169.

    Verdín, D., Godwin, A., Kirn, A., Benson, L., & Potvin, G; Engineering Women’s Attitudes and Goals in Choosing Disciplines with Above and Below Average Female Representation, Social Sciences, 7(3), 44, (2018).

    Fisher, K, Q; Instructor Discussion Networks across 22 STEM Departments, Researching and Enacting Change in Postsecondary Education, Spring 2018.

    Brewe, E, Remy, D. & Shand, R. (2018). Costs of success: Financial implications of implementation of active learning in introductory physics courses for students and administrators. Physics Review Physics Education Research 14.

    Ross, M; Exploring Tensions of Using Interpretative Phenomenological Analysis in a Domain with Conflicting Cultural Practices, Qualitative Research in Psychology, Spring 2018.

    Fisher, K, Q; Student Knowledge Structures: Considering a Fluid Parcel, Symposium on Education American Meteorological Society, Spring 2018.

    Hazari, Z.; STEP UP 4 WOMEN: Supporting Teachers to Encourage the Pursuit of Undergraduate Physics for Women. CSWP & COM Gazette, American Physical Society, 37(1), 1., 2018.

    Beverly, M; Doyle, J; Rohde, J; Boone, H; Godwin, A; Potvin, G; Benson, L; Kirn; A; "Understanding the pathways of students with normative attitudes in engineering.", Frontiers in Education Conference (FIE), pp. 1-8. IEEE.

    Underwood, S.M.; Posey, L.A.; Herrington, D.G.; Carmel, J.H.; Cooper, M.M.; (2018, Editor’s Choice) Adapting assessment tasks to support three-dimensional learning. Journal of Chemical Education, 95(2), 207-217. DOI: 10.1021/acs.jchemed.7b00645.

    Sharma, A; Chari, D; Chunawala, S; Exploring teachers’ attitudes towards inclusive education in India using ‘type of disability’ lens International Journal of Technology and Inclusive Education 6(2), 1134-1143. 2018.

    Scherr, R. E., Plisch, M., Gray, K. E., Potvin, G., & Hodapp, T; Fixed and growth mindsets in physics graduate admissions, Physical Review Physics Education Research, 13(2), 020133.

    Ramasamy, V; Hakam W.; James A; Kiper,D; Potvin, G; A Minimally Disruptive Approach of Integrating Testing into Computer Programming Courses, Software Engineering Education for Millennials, SEEM’18, 1–7.

    Brewe, E; McPadden, D; Impact of the second semester University Modeling Instruction course on students’ representation choices, Physical Review Physics Education Research, 13(2), 2017.

    Hazari, Z., Potvin, G., Cribbs, J. D., Godwin, A., Scott, T. D., & Klotz, L; Interest in STEM is contagious for students in biology, chemistry, and physics classes, Science Advances, 3(8), e1700046.

    Ring-Whalen, E. A., Dare, E. A., Roehrig, G. H., Titu, P., & Crotty, E. A. (2018). From conception to curricula: The role of science, technology, engineering, and mathematics in integrated STEM units. International Journal of Education in Mathematics, Science and Technology, 6(4), 343-362.

    Dare, E. A., Ellis, J. A., & Tyrrell, J. (2018). A blended professional development model for teachers to learn, implement, and reflect on NGSS practices. Innovations in Science Teacher Education, 3(3).

    Dare, E. A., Ellis, J. A., & Roehrig, G. H. (2018). Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological multiple case study. International Journal of STEM Education, 5(4), 1-19.

    Samuel J. Polizzi, Michelle Head, Donna Barrett-Williams, Joshua Ellis, et al.. "The use of teacher leader roles in an online induction support system" Teaching and Teacher Education Vol. 75 (2018) p. 174 - 186
    Available at: http://works.bepress.com/joshua-ellis/24/

    Julie C. Brown, Elizabeth A. Ring-Whalen, Gillian H. Roehrig and Joshua A. Ellis. "Advancing Culturally Responsive Science Education in Secondary Classrooms through an Induction Course" International Journal of Designs for Learning Vol. 9 Iss. 1 (2018) p. 14 - 33
    Available at: http://works.bepress.com/joshua-ellis/13/

    Emily A. Dare, Joshua A. Ellis and Gillian H Roehrig. "Understanding science teachers’ implementations of integrated STEM curricular units through a phenomenological multiple case study" International Journal of STEM Education Vol. 5 Iss. 4 (2018) ISSN: 2196-7822
    Available at: http://works.bepress.com/joshua-ellis/11/

    Emily A. Dare, Joshua A. Ellis and Jennie L. Tyrell. "A Blended Professional Development Model for Teachers to Learn, Implement, and Reflect on NGSS Practices" Innovations in Science Teacher Education Vol. 3 Iss. 3 (2018) ISSN: 2472-2553
    Available at: http://works.bepress.com/joshua-ellis/26/

     

  • 2017

    Potvin, G., Chari, D., & Hodapp, T; Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape, Physical Review Physics Education Research, 13(2), 020142, (2017).

    H Jordt*, SL Eddy*, R Brazil, I Lau, C Mann, SE Brownell, K King, S Freeman. Values affirmation reduces the achievement gap between under-represented minority and white students in introductory biology classes. CBE-LSE, in revision. (*co-first authors)

    McCartney, M. Research experience is not just for students. Science (2017) 356: 714.

    McPadden, D., Dowd, J., & Brewe, E. (2017 - In Press). Power Boxes: New representation for analyzing DC circuits. The Physics Teacher.

    Fisher, K, Q; Using Social Network Analysis to Develop Rational Expertise for an Educational Change Initiative, Review of Higher Education, Fall 2017.

    Fisher, K, Q; Factors of Sense making affecting Engineering Faculty’s Decision to use the In-Class Cognitive Engagement Survey, International Journal of Engineering Education, Fall 2017.

    Hazari, Z., Potvin, G., Cribbes, J.D., Godwin, A., Scott, T.D., & Klotz, L. (2017). Interest in STEM is contagious for students in biology, chemistry, and physics classes. Science Advances 3(8).

    Dou, R. (2017). Review: Science in the Classroom. The American Biology Teacher 79(6): 506.

    McNamara, J. Franz, D., Fernandez, M., Program Recruitment and Retention (PR^2) Conference Working Group Report. In Smith, W. M., Lawler, B. R., Bowers, J., & Augistyn, L. (Eds.), Proceedings of the sixth annual Mathematics Teacher Education Partnership Conference (pp. 57-63). Washington, DC: Association of Public and Land-grant Universities, 2017.

    McCartney, M. A learning environment designed for experts. Science (2017) 356: 1042.

    Ross, M; Know Thyself: The Role of Identity, Self – Awareness, and Self-Management on Retention of Black Women in Engineering, Journal of Professional Issues in Engineering Education and Practice, Summer 2017.

    Ross, M; The Intersection of Being Black and Being a Women: Examining the Effect of Social Computing Relationships on Computer Science Career Choice, ACM Transactions on Computing Education, Summer 2017.

    McCartney, M. The physics of social butterflies. Science (2017) 356: 281.

    Wade, C., Sonnert, G., Sadler, P., & Hazari, Z. (in press). Instructional Experiences that Align with Conceptual Understanding in the Secondary-Tertiary Transition to College Calculus. American Secondary Education Journal, accepted April 2017.

    DB Wilburn, KA Doty, AJ Chouinard, SL Eddy, SK Woodley, LD Houck, RC Feldhoff (2017). Olfactory effects of a hypervariable multicomponent pheromone in the red-legged salamander, Plethodon shermani. PloS one, 12(3), e0174370.

    Zwolak, J.P., Dou, R., Williams, E.A., Brewe, E. (2017). Students’ network integration as a predictor of persistence in introductory physics courses. Physical Review - Physics Education Research 13(1) [14 pages], doi: 10.1103/PhysRevPhysEducRes.13.010113.

    Wade, C., Sonnert, G., Sadler, P. M., & Hazari, Z. (2017). Instructional Experiences that Align with Conceptual Understanding in the Transition from High School Mathematics to College Calculus. American Secondary Education, 45(2), 4.

    Shealy, T., Klotz, L., Godwin, A., Hazari, Z., Potvin, G., Barclay, N., & Cribbs, J. (2017). High school experiences and climate change beliefs of first year college students in the United States. Environmental Education Research, 1-11. DOI:10.1080/13504622.2017.1293009.

    Hazari, Z., Brewe, E., Goertzen, R. M., & Hodapp, T. (2017). The importance of high school physics teachers for female students’ physics identity and persistence. The Physics Teacher, 55(2), 96-99.

    Harazi, Z., Brewe, E. Goertzen, R.M., & Hodapp, T. (2017) The importance of high school physics teachers for female students' physics identity and persistence.The Physics Teacher 55(2): 96-99. http://dx.doi.org/10.1119/1.4974122. 

    Amit Sharma, Deepa Chari, Sugra Chunawala (2017), Exploring teachers’ attitudes towards inclusive education in Indian context using ‘type of disability’ lens, International Journal of Technology and Inclusive Education, Special issue volume 4 (2017).

    Kirn, A., Huff, J. L., Godwin, A., Ross, M., Cass, C. (2017) Exploring Tensions of Using Interpretative Phenomenological Analysis in a Domain with Conflicting Cultural Practices. Journal of Qualitative Research in Psychology.

    Ross, M., Capobianco, B., Godwin, A. Re-positioning identity as a viable theoretical framework for studying Black women in engineering. Journal of Women and Minorities in Science and Engineering 23(1), 37-52 (2017).

    Godwin & G. Potvin. Pushing and pulling Sara: A case study of the contrasting influences of high school and university experiences on engineering agency, identity, and participation. Journal of Research in Science Teaching, 54(4), 439 – 462, 2017.

    Laverty, J.T.; Underwood, S.M.; Matz, R.L.; Posey, L.A.; Carmel, J.H.; Caballero, M.D.; Fata-Hartley, C.L.; Ebert-May, D.; Jardeleza, S.E.; Cooper, M.M. “Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol”, PLoS One, 2016, 11, e0162333. Highlighted in Science – 2017, 355 (6332), 1388. Highlighted in Achieve (Newsletter for NGSS) – April 2017.

    Ring, E. A., Dare, E. A., Crotty, E. A., & Roehrig, G. H. (2017). The evolution of teacher conceptions of STEM education throughout an intensive professional development experience. Journal of Science Teacher Education, 28(5), 444-467.

    Dare, E. A., Rafferty, D., Scheidel, E., & Roehrig, G. H. (2017). Flood rescue: A gender-inclusive integrated STEM curricular unit. K-12 STEM Education, 3(2), 193-203.

    Angelina Constantine, Paula Rozowa, Alaina Szostkowski, Joshua Ellis, et al.. "The "T" in STEM: How Elementary Science Teachers' Beliefs of Technology Integration Translate to Practice during a Co-Developed STEM Unit." The Journal of Computers in Mathematics and Science Teaching Vol. 36 Iss. 4 (2017) p. 339 - 349
    Available at: http://works.bepress.com/joshua-ellis/15/

    Constantine, A., Rozowa, P., Szostkowski, A., Ellis, J. & Roehrig, G. (2017). The “T” in STEM: How elementary science teachers’ beliefs of technology integration translate to practice during a co-developed STEM unit. Journal of Computers in Mathematics and Science Teaching, 36(4), 339-349. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).

    Joshua Ellis, Samuel Justin Polizzi, Gillian Roehrig and Gregory Rushton. "Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program" The Journal of Technology and Teacher Education Vol. 25 Iss. 3 (2017) p. 245 - 272
    Available at: http://works.bepress.com/joshua-ellis/25/

    Joshua A Ellis, Samuel J Polizzi, Gillian H Roehrig and Gregory T Rushton. "Teachers as leaders: The impact of teacher leadership supports for beginning teachers in an online induction program" Journal of Technology and Teacher Education Vol. 25 Iss. 3 (2017) p. 245 - 272 ISSN: 1059-7069
    Available at: http://works.bepress.com/joshua-ellis/9/

    Gillian Roehrig and Joshua A. Ellis. "Commentary: Response of the Association of Science Teacher Educators to “An Interview with Joseph South”" Contemporary Issues in Technology and Teacher Education Vol. 17 Iss. 2 (2017) p. 160 - 162
    Available at: http://works.bepress.com/joshua-ellis/17/

  • 2016

    B Wiggins*, SL Eddy*, L Wener-Fligner, DZ Grunspan, K Freisem, A Crowe, J Timbrook, E Theobald. ASPECT: a survey to assess student perspective of engagement in an active-learning classroom. CBE – Life Sciences Education, in press. (*co-first authors) PRJ NA B Wiggins, SL Eddy, et al. The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences. AREA Open, in press.

    CD Wright*, SL Eddy*, MP Wenderoth, E Abshire, M Blankenbiller, SE Brownell. (2016) Cognitive difficulty and format of exams predicts gender and socio-economic gaps in exam performance of students in introductory biology courses. CBE-Life Science Education 15(2):ar23 (*co-first authors).

    ML Aikens, LA Corwin, TC Andrews, BA Couch, SL Eddy, L McDonnell, G Trujillo (2016) A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research. CBELife Sciences Education 15 (4): es10.

    Cooper, M.M.; Kouyoumdjian, H.; Underwood, S.M. “Investigating Students’ Reasoning about Acid - Base Reactions”, Journal of Chemical Education, 2016, 93, 1703-1712. (ACS Editor’s Choice).

    Dou, E. Brewe, J. Zwolak, G. Potvin, E. A. Williams, and L. Kramer. Beyond performance metrics: Examining a drop-in students’ physics self-efficacy through a social networks lens. Physical Review Physics Education Research, 12: 020124, 2016.

    Potvin, G. and Hazari, Z. (2016). Student evaluations of physics teachers: On the stability and persistence of gender bias. Physical Review Physics Education Research 12(2).

    Rodriguez, I., Potvin, G., Kramer, L.H., “How Gender and Reformed Introductory Physics Impacts Student Success in Advanced Physics Courses-taking and Graduation: A Longitudinal Retrospective Study.” Rev. Phys. Educ. Res. 12, 020118August (2016).

    Mashood, K. K.; Sawtelle, V.; Anderson, C. W.; Matz, R. L.; Scott, E. E.; Underwood, S. M. Developing an empirically grounded framework to assess interdisciplinarity of student explanations of everyday phenomena, 2016 PERC Proceedings [Sacramento, CA, July 20-21, 2016], edited by D. L. Jones, L. Ding, and A. Traxler, doi:10.1119/perc.2016.pr.050.

    Lock, R.M. and Hazari, Z. (2016). Discussing underrepresentation as a means to facilitating female students' physics identity development. Physical Review Physics Education Research 12(2).

    SL Eddy and SE Brownell (2016) Beneath the numbers: a review of gender disparities in undergraduate education across science, technology, engineering, and math disciplines. PRST-Physics Education Review 12(2): 020106.

    Shealy, T., Valdes-Vasquez, R., Klotz, L., Potvin, G., Godwin, A., Cribbs, J., & Hazari, Z. (2016). Half of Students Interested in Civil Engineering Do Not Believe in Anthropogenic Climate Change. Journal of Professional Issues in Engineering Education and Practice, 143(3), D4016003.

    Cooper, M.M.; Posey, L.A.; Underwood, S.M. “Core Ideas or Topics: Building Up or Drilling Down?”, Journal of Chemical Education, in press. (ACS Editor’s Choice).

    Godwin, A., Klotz, L., Hazari, Z., & Potvin, G. (2016). Sustainability Goals of Students Underrepresented in Engineering: An Intersectional Study. International Journal of Engineering Education, 32(4), 1742-1748.

    Molina, R. and Fernandez, M. L. (2016). Improving Mathematical Teacher Knowledge through Microteaching Lesson Study (MLS), Dimensions in Mathematics.36 (2), 18-23.

    Shealy, R. Valdes-Vasquez, L. Klotz, G. Potvin, A. Godwin (PhD student), J. Cribbs, and Z. Hazari. Civil engineering students are less likely than others to believe that climate change is caused by humans – and that’s a problem. Journal of Professional Issues in Engineering Education and Practice, 2016.

    Dare, E. A., & Roehrig, G. H. (2016). “If I had to do it, then I would": Understanding early middle school students' perceptions of physics and physics-related careers by gender. Physical Review Physics Education Research, 12(2), 020117-1–020117-11.

    Joshua A. Ellis, Emily Dare and Gillian Roehrig. "From Consumers to Creators: Adventure Learning and its Impacton Pre-Service Teachers’ TPACK and Technology Integration" Society for Information Technology & Teacher Education International Conference Vol. 2016 Iss. 1 (2016) p. 2834 - 2841
    Available at: http://works.bepress.com/joshua-ellis/14/

  • 2015

    Cribbs, J.D., Hazari, Z., Sonnert, G. & Sadler, P.M. (2015). Establishing an explanatory model for mathematics identity. Child Development 86(4):1048-1062.

    Hazari, Z, Cass, C., and Beattie, C. (2015). Obscuring power structures in the physics classroom: Linking teacher positioning, student engagement, and physics identity development. Journal of Research in Science Teaching 52(6):735-762.

    Ellis, J., Dare, E., Voigt, M., & Roehrig, G. (2015). Rethinking the egg drop with NGSS science and engineering practices. Michigan Science Teachers Association Journal, 60(2), 61-66.

    Sarah North and Joshua Ellis. "Investigating STEM Teacher Motivation in an Online Community of Practice" Society for Information Technology & Teacher Education International Conference Vol. 2015 Iss. 1 (2015) p. 422 - 427
    Available at: http://works.bepress.com/joshua-ellis/16/

    Joshua A. Ellis, Justin McFadden, Tasneem Anwar and Gillian Roehrig. "Investigating the social interactions of beginning teachers using a video annotation tool" Contemporary Issues in Technology and Teacher Education Vol. 15 Iss. 3 (2015) p. 404 - 421
    Available at: http://works.bepress.com/joshua-ellis/3/

    Joshua A. Ellis, Emily Dare, Matthew Voigt and Gillian Roehrig. "Rethinking the egg drop with NGSS science and engineering practices" MSTA Journal Vol. 60 Iss. 2 (2015) p. 61
    Available at: http://works.bepress.com/joshua-ellis/27/

    Joshua A. Ellis, Emily Dare, Matthew Voigt and Gillian Roehrig. "Rethinking the egg drop with NGSS science and engineering practices" MSTA Journal Vol. 60 Iss. 2 (2015) p. 61
    Available at: http://works.bepress.com/joshua-ellis/20/

     

  • 2013

    Manthey, S., Brewe, E. (2013). Toward University Modeling Instruction – Biology: Adapting curricular frameworks from physics to biology, CBE-Life Sciences Education, 12(2), 206-214.

    Hazari, Z., Potvin, G., Lock, R.M., Lung, F., Sonnert, G., & Sadler, P.M. (2013). Factors that affect the physical science career interest of female students: Testing five common hypotheses. Physical Review Physics Education Research 9.

    Lin, Y., & Brookes, D. T. (2013). Using collaborative group exams to investigate students' ability to learn. Proceedings of the 2012 Physics Education Research Conference, 1513, 254-257.

    Samuels, N., Brewe, E., Kramer, L. (2013). Cogenerative physics reform through CMPLE. In P. Engelhardt, A. Churukian, D. Jones, (Eds.), Proceedings of the Physics Education Research Conference. Portland, OR: American Institute of Physics.

    Bruun, J., & Brewe, E. (2013). Talking and learning physics: Predicting future grades from
    network measures and FCI pre-test scores, Physical Review Special Topics – Physics Education 9(2), 020109, [13 pages], doi: 10.1103/PhysRevSTPER.9.020109.

    Brewe, E., Pelaez, N.J., Cooke, T.J., (2013). Editorial: From Vision to Change: Educational Initiatives and Research at the Intersection of Physics and Biology, CBE – Life Science Education, 12(2), 117-119.

    Manthey, S. R., Brewe, E. (2013). Toward University Modeling Instruction-Biology: Adapting Curricular Frameworks from Physics to Biology. CBE-Life Science Education, 12(2) 206-214. doi: 10.1187/cbe.12-08-0136.

    Hazari, Z., Sadler, P.M., & Sonnert, G. (2013). The science identity of college students: Exploring the intersection of gender, race and ethnicity. Journal of College Science Teaching 42(5):82-91. May/June

    Brookes, D. T., Moncion, A., and Lin, Y. (2013). Student interactions leading to learning and transfer: A participationist perspective. In Engelhardt, P. V., Churukian, A. D., and Rebello, N. S., editors, Proceedings of the 2012 Physics Education Research Conference, volume 1513, pages 86-89, Melville, NY. AIP.

    Cochran, G. L., Brookes, D. T., and Kramer, L. H. (2013). A framework for assessing learning assistants' reflective writing assignments. In Engelhardt, P. V., Churukian, A. D., and Rebello, N. S., editors, Proceedings of the 2012 Physics Education Research Conference, volume 1513, pages 15-18, Melville, NY. AIP.

  • 2012

    Sawtelle, V., Brewe, E. Goertzen, R.M. & Kramer, L.H. (2012). Identifying Events that Impact Self-Efficacy in Physics Learning, Physical Review Special Topics - Physics Education Research, 8, 020111, [18 pages], doi: 10.1103/PhysRevSTPER.8.020111.

    Goertzen, R.M., Brewe, E., Kramer, L., Expanded markers of success in introductory physics. International Journal of Science Education.

    Brookes, D. T. and Etkina, E. (2012). In search of alignment: Matching learning goals and class assessments. In Rebello, N. S., Engelhardt, P. V., and Singh, C., editors, Proceedings of the 2011 Physics Education Research Conference, pages 11-14, Melville, NY. AIP.

    Brookes, D. T. and Lin, Y. (2012). Designing a physics learning environment: A holistic approach. In Rebello, N. S., Engelhardt, P. V., and Singh, C., editors, Proceedings of the 2011 Physics Education Research Conference, pages 131-134, Melville, NY. AIP.

    Brewe, E., Kramer, L.H., and Sawtelle, V., (2012) Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center, Physical Review Special Topics - Physics Education Research, 8, 010108, [8 pages].

    Mahadeo, J. V., Manthey, S. R., & Brewe, E. (2013). Regression analysis exploring teacher impact on student FCI post scores. AIP Conference Proceedings, 1513, 278.

    Rodriguez, I., Brewe, E., Sawtelle, V., Kramer, L.H. (2012). Impact of Equity Models and Statistical Measures on Interpretations of Educational Reform. Phys. Rev. Special Topics-PER. 020103

    Rodriguez I., Goertzen R.M., Brewe E., and Kramer L.H. (2012). Cookies as agents for community membership. Invited paper in Symposia presented at the 2012 Physics Education Research Conference.

  • 2011

    Brewe, E. (2011). Energy as a substancelike quantity that flows: Theoretical considerations and pedagogical consequences. Physical Review Special Topics - Physics Education Research, 7(2). doi:10.1103/PhysRevSTPER.7.020106.

    Rodriguez, I., Goertzen, R. M., Brewe, E., Kramer, L. (2011). Communicating Scientific Ideas: One Element of Physics Expertise. Proceedings of the 2011 Physics Education Research Conference, 319-322.

    Sawtelle, V., Brewe, E., Goertzen, R.M., Kramer, L., "Creating Opportunities to Influence Self-Efficacy through Modeling Instruction," Proceedings of the 2011 Physics Education Research Conference, AIP Press. Melville, NY.

    Rodriguez, I., Brewe, E., and Kramer, L.H. (2011). Physics as a Community of Practice: Qualitative Interview Study of Three University Physics Professors. NARST 2011 CD Proceedings.

    Sawtelle, V., Brewe, E., Goertzen, R.M., and Kramer, L.H., “Characterizing Self-Efficacy Opportunities in the Process of Modeling a Physical Phenomenon: A Study of Three Female Modeling Instruction Students.” NARST 2011 CD Proceedings, Orlando, FL (2011).

    Goertzen, R.M., Brewe, E., & Kramer L. (2011, April) Investigating the Creation of a Community of Physics Learners. Paper contributed to the National Association of Research in Science Teaching, Orlando, FL.

    Goertzen, R.M., Brewe, E., Kramer, L.H., Wells, L., Jones, D. (2011). Moving toward change:
    Institutionalizing Reform. Physical Review Special Topics - Physics Education Research, 7(2).

    Sawtelle, V., Brewe, E., Kramer, L.H., “Sequential Logistic Regression: A Method to Reveal Subtlety in Self-Efficacy,” Proceedings of the 2011 College of Education Research Conference, Miami, FL, (2011).

  • 2010

    Goertzen, R.M., Scherr, R.E., & Elby, A. (2010). Respecting tutorial instructors' beliefs and experiences: A case study of a physics teaching assistant. Physicals Review Special Topics - Physics Education Research (6), 010105.

    Rodriguez, I., Brewe, E., Kramer, L.H., "Constructing a Model of Physics Expertise," Proceedings of the 2010 Physics Education Research Conference, AIP Press. Melville NY,1289, 277-280, (2010).

    Sawtelle, V., Brewe, E., Kramer, L.H., "Positive Impacts of Modeling Instruction on Self-Efficacy," Proceedings of the 2010 Physics Education Research Conference, AIP Press. Melville NY,1289, 289-292, (2010).

    Sawtelle, V., Brewe, E., and Kramer, L.H., “Exploring the Relationship Between Self-Efficacy and Retention of Students, both Men and Women, in Introductory Physics.” NARST 2010 CD Proceedings, Philadelphia, PA (2010).

    Brewe, E., Sawtelle, V., Kramer, L.H., O'Brien, G.E., Rodriguez, I., Pamela, P., "Toward Equity Through Participation in Modeling Instruction in Introductory University Physics," Phys. Rev. Special Topics - PER, 6, 010106 (2010).

  • 2009

     Sawtelle, V., Brewe, E., Kramer L.H., "An Exploratory Qualitative Study of the Proximal Goal Setting of Two Introductory Modeling Instruction Physics Students,” Proceedings of the 2009 Physics Education Research Conference, AIP Press. Melville NY,1179, 261-264, (2009). July 29-30

    Brewe, E, Kramer, L, & O'Brien, G. (2009). Modeling instruction: Positive attitudinal shifts in introductory physics measured with CLASS. Physical Review Special Topics - Physics Education Research, 5(1). doi:10.1103/PhysRevSTPER.5.013102.

    Sawtelle, V., Brewe, E., Kramer, L., “A validation study of the Colorado Learning About Science Survey at a Hispanic-Serving Institution,” Phys. Rev. Special Topics-PER, 5, 023101 (2009).

  • 2008

    Brewe, E. (2008). Modeling theory applied: Modeling Instruction in introductory physics. American Journal of Physics, 76(12), 1155–1160.

  • 2004

    Hsu, L., Brewe, Eric, Foster, T. M., & Harper, K. A. (2004). Resource Letter RPS-1: Research in problem solving. American Journal of Physics, 72(9), 1147. American Association of Physics Teachers. doi:10.1119/1.1763175