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CBE Life Sciences Education|November 30, 2018
The Graph Rubric: Development of a Teaching, Learning, and Research ToolAakanksha Angra, Stephanie M GardnerCBE Life Sciences Education|August 20, 2017
Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in BiologyAakanksha Angra, Stephanie M GardnerCBE Life Sciences Education|December 15, 2023
Supporting Student Competencies in Graph Reading, Interpretation, Construction, and EvaluationStephanie M Gardner, Aakanksha Angra, Joseph A HarshThe Clinical Teacher|September 4, 2025
Reconstructing Dermatology Education: The Backward Design and Curricular Content ExpansionEllen Overson, Aakanksha AngraProceedings. Biological Sciences|April 29, 2016
Intoxicated copepods: ingesting toxic phytoplankton leads to risky behaviourRachel S Lasley-Rasher, Kathryn Nagel, Aakanksha Angra, et al.CBE Life Sciences Education|January 24, 2020
Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in PhysiologyMatthew Lira, Stephanie M GardnerJournal of Microbiology & Biology Education|July 17, 2013
Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical ThinkingBrittany J Gasper, Stephanie M GardnerAdvances in Physiology Education|April 27, 2017
Structure-function relations in physiology education: Where's the mechanism?Matthew E Lira, Stephanie M GardnerJournal of Microbiology & Biology Education|August 24, 2023
Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates' Mechanistic Reasoning within the Context of Biofilm DevelopmentSharleen Flowers, Kal H Holder, Stephanie M GardnerAdvances in Physiology Education|May 2, 2024
Why ask why? Toward coordinating knowledge of proximate and ultimate explanations in physiologyMatthew Lira, Kal H Holder, Stephanie M GardnerPageof 3