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Genetics|February 28, 2012
Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics coursesMichelle K Smith, Jennifer K KnightCBE Life Sciences Education|March 3, 2010
Different but equal? How nonmajors and majors approach and learn geneticsJennifer K Knight, Michelle K SmithJournal of Microbiology & Biology Education|December 21, 2013
What's Downstream? A Set of Classroom Exercises to Help Students Understand Recessive EpistasisJennifer K Knight, William B Wood, Michelle K SmithCBE 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|December 3, 2008
The Genetics Concept Assessment: a new concept inventory for gauging student understanding of geneticsMichelle K Smith, William B Wood, Jennifer K KnightCBE Life Sciences Education|September 3, 2011
The Colorado Learning Attitudes about Science Survey (CLASS) for use in BiologyKatharine Semsar, Jennifer K Knight, Gülnur Birol, et al.CBE Life Sciences Education|October 1, 2020
Demystifying the Meaning of Active Learning in Postsecondary Biology EducationEmily P Driessen, Jennifer K Knight, Michelle K Smith, et al.Advances in Physiology Education|December 13, 2018
Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduatesKatharine Semsar, Sara Brownell, Brian A Couch, et al.CBE Life Sciences Education|May 12, 2018
EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced UndergraduatesMindi M Summers, Brian A Couch, Jennifer K Knight, et al.Pageof 7