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CBE Life Sciences Education|January 2, 2024
Change as a Scientific Enterprise: Practical Suggestions about Using Change TheoryDaniel L Reinholz, Tessa C AndrewsCBE Life Sciences Education|August 31, 2019
Breaking Down Silos Working Meeting: An Approach to Fostering Cross-Disciplinary STEM-DBER Collaborations through Working MeetingsDaniel L Reinholz, Tessa C AndrewsInternational Journal of STEM Education|January 12, 2019
Four frames for systemic change in STEM departmentsDaniel L Reinholz, Naneh ApkarianJournal of Microbiology & Biology Education|August 24, 2023
"What's Your Thinking behind That?" Exploring Why Biology Instructors Use Classroom DiscourseCristine Donham, Tessa C AndrewsCBE Life Sciences Education|August 30, 2021
Access Needs: Centering Students and Disrupting Ableist Norms in STEMDaniel L Reinholz, Samantha W RidgwayCBE Life Sciences Education|May 2, 2020
Diving into the Details: Constructing a Framework of Random Call ComponentsAlex H Waugh, Tessa C AndrewsCBE Life Sciences Education|February 26, 2015
It's personal: biology instructors prioritize personal evidence over empirical evidence in teaching decisionsTessa C Andrews, Paula P LemonsInternational Journal of STEM Education|January 12, 2019
Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinkingAnna Jo J Auerbach, Tessa C AndrewsCBE Life Sciences Education|March 30, 2026
Racism, sexism, and classism: The uneven terrain of student belonging in introductory biology classroomsCristine Donham, Matthew J Madison, Tessa C AndrewsJournal of Microbiology & Biology Education|February 26, 2026
Not simply "active": identifying types of active-learning tasks in introductory biologyBenjamin D Jackson, Cristine Donham, Tessa C AndrewsPageof 3