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CBE Life Sciences Education|December 3, 2016
Step by Step: Biology Undergraduates' Problem-Solving Procedures during Multiple-Choice AssessmentLuanna B Prevost, Paula P LemonsAdvances in Physiology Education|June 22, 2023
Formative assessment and student understanding of structure-functionKelli P Carter, Luanna B PrevostAdvances in Physiology Education|September 26, 2018
Question order and student understanding of structure and functionKelli P Carter, Luanna B PrevostCBE Life Sciences Education|May 12, 2018
A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple InstitutionsKaren N Pelletreau, Jennifer K Knight, Paula P Lemons, et al.CBE Life Sciences Education|December 3, 2016
Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central DogmaLuanna B Prevost, Michelle K Smith, Jennifer K KnightCBE Life Sciences Education|November 23, 2019
Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional DevelopmentPatricia Zagallo, Jill McCourt, Robert Idsardi, et al.CBE Life Sciences Education|August 20, 2017
What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?Jill S McCourt, Tessa C Andrews, Jennifer K Knight, et al.CBE Life Sciences Education|February 26, 2015
It's personal: biology instructors prioritize personal evidence over empirical evidence in teaching decisionsTessa C Andrews, Paula P LemonsCBE Life Sciences Education|March 7, 2013
Questions for assessing higher-order cognitive skills: it's not just Bloom'sPaula P Lemons, J Derrick LemonsCBE Life Sciences Education|September 6, 2012
What are they thinking? Automated analysis of student writing about acid-base chemistry in introductory biologyKevin C Haudek, Luanna B Prevost, Rosa A Moscarella, et al.Pageof 3