American Association for the Advancement of Science. (2011). Vision and Change in Undergraduate Education: A Call to Action. Washington, DC: Author.
American Association for the Advancement of Science. (2015). Vision and Change in Undergraduate Education: Chronicling Change, Inspiring the Future. Washington, DC: Author.
Arastoopour, G., Chesler, N. C., and Shaffer, D. W. (2014). Epistemic persistence: A simulation-based approach to increasing participation of women in engineering. Journal of Women and Minorities in Science and Engineering, 20(3), 211–234.
Auchincloss, L., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., Lawrie, G., McLinn, C.M., Pelaez, N., Rowland, S., et al. (2014). Assessment of course-based undergraduate research experiences: a meeting report. CBE Life Sciences Education, 13, 29–40.
Bangera G. and Brownell S.E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE-Life Sciences Education, 13, 602-6.
Beckman, M., and Hensel, N. (2009). Making explicit the implicit: Defining undergraduate research. CUR Quarterly, 29, 40-44.
Bell, R.L., Blair, L.M., Crawford, B.A., and Lederman, N.G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. J. Res. Sci. Teach., 40, 487–509.
Berk, R.A. (2005). Survey of 12 strategies to measure teaching effectiveness. International Journal of Teaching and Learning in Higher Education, 17, 48-62.
Bjork, R.A. and Linn, M.C. (2006). The science of learning and the learning of science: Introducing desirable difficulties. The APS Observer, 19(3).
Boyd, M.K. and Wesemann, J.L. (2011). Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact. Washington, DC: Council on Undergraduate Research.
Brownell, S.E., and Kloser, M.J. (2015). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology. Studies in Higher Education, 40, 525–544.
Brownell, S., Kloser, M.J., Fukami, T., and Shavelson, R.J. (2013). Context matters: volunteer bias, small sample size, and the value of comparison groups in the assessment of research-based undergraduate introductory biology lab courses. Journal of Microbiology and Biology Education, 14,176.
Brownell, S.E., Hekmat-Scafe, D.S., Singla, V., Seawell, P.C., Conklin Imam, J.F., Eddy, S.L., Stearns, T., and Cyert, M.S. (2015). A high-enrollment course-based undergraduate research
experience improves student conceptions of scientific thinking and ability to interpret data. CBE—Life Sciences Education, 14, 1-14.
Brunswik, E. (1943). Organismic achievement and environmental probability. The Psychological Review, 50, 255-272.
Brunswik, E. (1952). The conceptual framework of psychology. International Encyclopedia of Unified Science, Vol I (10). [Q 121 I5]
Burgin, S.R., and Sadler, T. D. (2013). Consistency of practical and formal epistemologies held by participants of a research apprenticeship. Research in Science Education, 21, 2179-2206.
Burgin, S. R., and Sadler, T. D. (in press). Comparing approaches to nature of science teaching and learning in the context of a research apprenticeship program. Journal of Research in Science Teaching.
Burgin, S., Sadler, T. D., and Koroly, M. J. (2012). High school student participation in scientific research apprenticeships: Variation in and relationships among student experiences and outcomes. Research in Science Education, 42, 439-467.
Calkins, S. and Micari, M. (2010). Less-than-perfect judges: evaluating student evaluations. Thought and Action, Fall Issue, 7-22.
Campbell, D.T. (1969). Reforms as experiments. American Psychologist, 24, 409-429.
Campbell, D.T. (1982). Experiments as arguments. Knowledge: Creation, Diffusion, Utilization, 3(3), 327-337.
Campbell, D.T. (1986). Relabeling internal and external validity for applied social scientists. In: Trochim, W.M.K. (Ed.) Advances in Quasi-Experimental Design and Analysis. San Francisco: Jossey-Bass.
Campbell, D.T., and Stanley, J.C. (1966). Experimental and Quasi-experimental Designs for Research. Chicago: Rand McNally.
Campbell, M., Heyer, L.J., Eckdahl, T.T. and Poet, J.L. (2012). Integrating synthetic biology into the undergraduate curriculum Microbe, 7(10), 460-465.
Carnevale, A.P., Smith, N., and Strohl, J. (2013). Projections of Jobs and Education Requirements Through 2020. Washington, DC: Georgetown Public Policy Institute.
Chambliss, D.L., and Hollon, S.D. (1998). Defining empirically supported therapies. Journal of Counseling and Clinical Psychology, 66, 7-18.
Chesler, N. C., Arastoopour, G., D’Angelo, C.M., Bagley, E.A., and Shaffer, D.W. (2013). Design of professional practice simulator for educating and motivating first-year engineering students. Advances in Engineering Education, 3, 1–29.
Chesler, N.C., Ruis, A.R., Collier, W., Swiecki, Z., Arastoopour, G., and Shaffer, D.W. (2015). A novel paradigm for engineering education: Virtual internships with individualized mentoring and assessment of engineering thinking. Journal of Biomechanical Engineering, 13, 024701:1–8.
Cohen, T., and Lovell, B. (2011). The Campus as a Living Laboratory: Using the Built Environment to Revitalize College Education. A Guide for Community Colleges. Washington, DC: Center for Sustainability Education and Economic Development, American Association of Community Colleges.
Cole, E.R. (2009). Intersectionality and research in psychology. American Psychologist, 64, 170-180.
College Board. (2014). Trends in College Pricing. Trends in Higher Education Series. New York: Author.
Committee on Science, Engineering, and Public Policy. (2011). Expanding Underrepresented Minority Participation. Washington, DC: The National Academies Press.
Cook, T.D., and Campbell, D.T. (1979). Quasi-Experimentation: Design and Analysis Issues for Field Settings. Chicago: Rand-McNally.
Corwin, L.A., Graham, M.J., and Dolan, E.L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE—Life Sciences Education,14, 1-13.
Corwin-Auchincloss, L., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.I., Lawrie, G., McLinn, C.M., Pelaez, N., Rowland, S., Towns, M., Trautmann, N.M., Varma-Nelson, P., Weston, T.J., and Dolan, E.L. (2014). Assessment of course-based undergraduate research experiences: A meeting report. CBE—Life Sciences Education, 13, 29-40.
Council of Economic Advisers. (2014). 15 Economic Facts About Millennials. Washington, DC: Executive Office of the President.
Curtis-Palmer, V.A., Majewski, M.W., and Pollack, S.A. (2009). Diphenylammonium salt catalysts for microwave assisted triglyceride transesterification of corn and soybean oil for biodiesel production Tetrahedron Letters, 50, 5175-5177.
Dickson, D, Toh, C., Lunda, M., Yermolina, M., Landrie, C.L., and Wardrop, D.J. (2009). Reduction of solid-supported olefins and alkynes. Journal of Organic Chemistry, 74, 9535-9538.
Dirks, C., Wenderoth, M.P., and Withers, M. (2014). Assessment in the Science Classroom. San Francisco: W.H. Freeman
Eagan, Jr., M.K., Hurtado, S., Chang, M.J., Garcia, G.A., Herrera, F.A., and Garibay, J.C. (2013). Making a difference in science education: The impact of undergraduate research programs American Educational Research Journal, 50, 683-713.
Ferrare, J.J. and Lee, Y-G. (2014). Should we still be talking about leaving? A comparative examination of social inequality in undergraduate patterns of switching majors. WCER Working Paper, 2014-5.
Freeman, S., Eddy, S.L., McDonough, M., Smith M.K., Okoroafor, N., Jordt, H., and Wenderorth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111, 8410-8415.
Gerard, L.F., Ryoo, K., McElhaney, K.W., Liu, O.L., Rafferty, A.N., and Linn, M.C. (2015). Automated guidance for student inquiry. Journal Of Educational Psychology, doi:10.1037/edu0000052
Goldin, C., and Katz, L.F. (2008). The Race Between Education and Technology. Cambridge, MA: Harvard University Press.
Goodman, M.J., Sands, A.M., and Coley, R.J. (2015). America’s Skill Challenge: Millennials and the Future. Princeton, NJ: Educational Testing Service.
Gosser, D.K., Cracolice, M.S., Kampmeier, J.A., Roth, V., Strozak, V.S., and Varma-Nelson, P. (2001). Peer-Led Team Learning: A Guidebook. Upper Saddle River, NJ: Prentice Hall.
Gottesman, A.J. and Hoskins, S.G. (2013). CREATE Cornerstone: Introduction to Scientific Thinking, a new course for stem-interested freshmen, demystifies scientific thinking through analysis of scientific literature. CBE—Life Sciences Education, 12, 59-72.
Graham, M.J., Frederick, J., Byars-Winston, A., Hunter, A-B., and Handelsman, J. (2013). Increasing persistence of college students in STEM. Science, 341, 1455-1456
Hanauer, D.I., and Dolan, E.L. (2014). The project ownership survey: Measuring differences in scientific inquiry experiences. CBE-Life Sciences Education, 13, 149-158.
Handelsman, J., Pfund, C., Lauffer, S.M., and Pribbenow, C.M. (2005). Entering Mentoring. Madison, WI: The Wisconsin Program for Scientific Teaching.
Harwood, S. A., Browne Huntt, M., Mendenhall, R., and Lewis, J.A. (2012). Racial microaggressions in the residence halls: Experiences of students of color at a predominantly white university. Journal of Diversity in Higher Education, 5, 159-173.
Hoskins, S.G., Stevens, L., and Nehm, R. (2007). Selective use of primary literature transforms the classroom into a virtual laboratory. Genetics, 176, 1381-1389.
Hartman, H. 2001. (ed.) Metacognition in Learning and Instruction: Theory, Research and Practice. Boston: Kluwer Academic Publishers.
Hoke, K., and Gentile, L. (2008). Early involvement in undergraduate research at the University of Richmond. CUR Quarterly, 29(1), 18-23.
Hoskins, S.G., Lopatto, D., and Stevens, L.M. (2011). The C.R.E.A.T.E. approach to primary literature shifts undergraduates’ self-assessed ability to read and analyze journal articles, attitudes about science, and epistemological beliefs. CBE—Life Sciences Education, 10, 368-378.
Hunter, A.-B., Laursen, S.L., and Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal and professional development. Science Education, 91, 36–74.
Jaganathan, H., Gieseck, R.L., Hudson, K., Kellogg, M., Ramaswamy, A.K., Raver, K.E., Smith, T., Vacchiano, A.N., Wager, A., and Ivanisevic, A. (2010). Mechanism of relaxation of enzyme manipulated, multicomponent nanoparticle chains. ChemPhysChem, 11, 3664-3672.
Jordan, T. C., Burnett, S.H., Carson, S., Caruso, S.M., Clase, K., DeJong, R.J., Dennehy, J.J., Denver, D.R., Dunbar, D., Elgin, S.R., Findley, A.M., Gissendanner, C.R., Golebiewska, U.P., Guild, N., Hartzog, G.A., Grillo, W.H., Hollowell, G.P., Hughes, L.E., Johnson, A., King, R.A. Lewis, L.O., Li, W., Rosenzweig, F., Rubin, M.R., Saha, M.S. Sandoz, J., Shaffer, C.D., Taylor, B., Temple, L., Vazquez, E., Ware, V.C., Barker, L.P., Bradley, K.W., Jacobs-Sera, D., Pope, W.H., Gail Hollowell Russell, D.A., Cresawn, S.G., Lopatto, D., Bailey, C.P., and Hatfull, G.F. (2014). A broadly implementable research course for first year undergraduate students. mBio, 5, 1-13
Karukstis, K.K and Elgren, T.E. (2007). Developing and Sustaining a Research-Supportive Curriculum: A Compendium of Successful Practices. Washington, DC: Council on Undergraduate Research.
Laursen, S.L. (2015). Assessing undergraduate research in the sciences: The next generation. CUR Quarterly, 35, 9-14.
Laursen, S. L., A.-B. Hunter, E. Seymour, H. Thiry, and G. Melton. (2010). Undergraduate Research in the Sciences: Engaging Students in Real Science. San Francisco: Jossey-Bass.
Leung, W., Shaffer, C.D., Cordonnier, T., Wong, J., Itano, M.S., Slawson-Tempel, E.E., Kellmann, E., Desruisseau, D.M., Cain, C., Carrasquillo, R., Chusak, T.M., Falkowska, K., Grim, K.D., Guan, R., Honeybourne, J., Khan, S., Lo, L., McGaha, R., Plunkett, J., Richner, J.M., Richt, R., Sabin, L., Shah, A., Sharma, A., Singhal, S., Song, F., Swope, C., Wilen, C.B., Buhler, J., Mardis, E.R., and Elgin S.C.R. (2010) A comparative study of the genomic sequences of the D. melanogaster and D. virilis dot chromosomes demonstrates a distinct evolutionary domain in the Drosophila genome. Genetics, 185, 1519-1534.
Leung, W. and Participating Students and Faculty of the Genomics Education Partnership. (2015). Drosophila Muller F elements maintain a distinct set of genomic properties over 40 million years of evolution. G3: Genes, Genomes, Genetics, 5, 719:740.
Levinson, D. (1978). The Seasons of a Man’s Life. New York: Ballantine Books
Lewin, K. (1943). Defining the “field at a given time.” Reprinted in Lewin, K., (1997). Resolving Social Conflicts & Field Theory in Social Science. Washington DC: American Psychological Association, 200-211.
Linn, M. C., and M. J. Clancy. (1992). The case for case studies. Communications of the ACM, 35, 121‐132.
Linn, M. C., and Eylon, B.S. (2011). Science Learning and Instruction: Taking Advantage of Technology to Promote Knowledge Integration. New York: Routledge
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., and Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science 347: 627.
Locks, A.M. and Gregerman, S.R. (2008). Undergraduate research as an institutional retention strategy: The University of Michigan model. pp 11-32 in Taraban, R. and Blanton, R.L. (eds.) Creating Effective Undergraduate Research Programs in Science. New York: Teachers College Press.
Lopatto, D. (2003). The essential features of undergraduate research. CUR Quarterly, 24 (March), 139-142.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell Biology Education, 3, 270-277.
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE—Life Sciences Education, 6, 297-306.
Lopatto, D. (2008). Exploring the benefits of undergraduate research: The SURE survey. In R. Taraban and Blanton R.L. (Eds.), Creating Effective Undergraduate Research Programs in Science. NY: Teacher’s College Press (pp.112-132).
Lopatto, D. (2010). Science in Solution: The Impact of Undergraduate Research on Student Learning. Washington, DC: Council on Undergraduate Research and Research Corporation for Science Advancement.
Lopatto, D., and Trosset, C. (2008). Report on the Smith College Alumnae Survey. Retrieved from http://www.science.smith.edu/director/extranet/documents/ReportontheSmithCollegeAlumnaeSurveyDL2.pdf.
Lopatto, D., Alvarez, C., Barnard D., Chandrasekaran, C., Chung, H.M., Du, C., Eckdahl T.,
Goodman A.L., Hauser, C., Jones, C.J., Kopp, O.R., Kuleck, G.A., McNeil, G., Morris, R., Myka, J.L., Nagengast, A., Overvoorde, P.J., Poet, J.L., Reed, K., Regisford, G., Revie, D., Rosenwald, A., Saville, K., Shaw, M., Skuse, G.R., Smith, C., Smith, M., Spratt, M., Stamm, J., Thompson, J.S., Wilson, B.A., Witkowski, C., Youngblom, J., Leung, W., Shaffer, C.D., Buhler, J., Mardis, E., and Elgin, S.C.R. (2008). Education forum: Genomics Education Partnership. Science, 322, 684-5
Lopatto, D., Hauser, C., Jones, C.J., Paetkau, D., Chandrasekaran, V., Dunbar, D., MacKinnon, C., Stamm, J., Alvarez, C., Barnard, D., Bedard, J.E.J., Bednarski, A.E., Bhalla, S., Braverman, J.M., Burg, M., Chung, H-M., DeJong, R.J., DiAngelo, J.R., Du, C., Eckdahl, T.T., Emerson, J., Frary, A., Frohlich, D., Goodman, A.L., Gosser, Y., Govind, S., Haberman, A., Hark, A.T., Hoogewerf, A., Johnson, D., Kadlec, L., Kaehler, M., Silver Key, S.C., Kokan, N.P., Kopp, O.R., Kuleck, G.A., Lopilato, J., Martinez-Cruzado, J.C., McNeil, G., Mel, S., Nagengast, A., Overvoorde, P.J., Parrish, S., Preuss, M.L., Reed, L.D., Regisford, E.G., Revie, D., Robic, S., Roecklien-Canfield, J.A., Rosenwald, A.G., Rubin, M.R., Saville, K., Schroeder, S., Sharif, K.A., Shaw, M., Skuse, G., Smith, C.D., Smith, M., Smith, S.T., Spana, E.P., Spratt, M., Sreenivasan, A., Thompson, J.S., Wawersik, M., Wolyniak, M.J., Youngblom, J., Zhou, L., Buhler, J., Mardis, E., Leung, W., Shaffer, C.D., Threlfall, J., and Elgin, S.C.R. (2014). A central support system can facilitate implementation and sustainability of a classroom-based undergraduate research experience (cure) in genomics. CBE—Life Sciences Education, 13, 711-23.
Malachowski, M., Osborn, J.M., Karukstis, K.K., and Ambos, E.L. (2015). Enhancing and expanding undergraduate research: a systems approach. New Directions for Higher Education, Number 169.
McCabe, K.A. and Layne, L.S. (2012). The role of student evaluations in tenure and promotion: Is effective teaching really being measured? The Department Chair, 22, 17-21.
Merkel, C.A., and Baker, S.M. (2002). How to Mentor Undergraduate Researchers. Washington, DC: Council on Undergraduate Research.
Mook, D.G. (1983). In defense of external invalidity. American Psychologist, 38, 379-387.
National Research Council. (1997). Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, D.C.: National Academies Press.
National Research Council. (2000). How People Learn: Brain, Mind, Experience, and School. Expanded Ed. Washington, DC: National Academies Press.
National Research Council. (2001). Knowing What Students Know: The Science and Design of Educational Assessment. Washington, DC: National Academies Press.
National Research Council, (2007). Understanding Interventions That Encourage Minorities to Pursue Research Careers: Summary of a Workshop. Washington, DC: National Academies Press.
National Research Council. (2011). Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads. Washington, DC: National Academies Press.
National Research Council. (2012). Discipline Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. Washington, DC: National Academies Press.
National Research Council. (2014a). Proposed Revisions to the Common Rule for the Protection of Human Subjects in the Behavioral and Social Sciences. Washington, DC: National Academies Press.
National Research Council. (2014b). Enhancing the Value and Sustainability of Field Stations and Marine Laboratories in the 21st Century. Washington, DC: National Academies Press.
National Research Council. (2015). Reaching Students: What Research Says About Effective Instruction in Undergraduate Science and Engineering. Washington, DC: National Academies Press.
Pfund, C., Branchaw, J. and Handelsman, J. (2015). Entering Mentoring 2nd Edition. New York: W.H. Freeman & Co.
Pope, W.H., Bowman, C.A., Russell, D.A., Jacobs-Sera. D., Asai, D.J., Cresawn, S.G., Jacobs, W.R., Hendrix, R.W., Lawrence, J.G., and Hatfull, G.F. (2015). Science Education Alliance phage hunters advancing genomics and evolutionary science; Phage hunters integrating research and education; mycobacterial genetics course. Whole genome comparison of a large collection of Mycobacteriophages reveals a continuum of phage genetic diversity. Elife, 2015 Apr 28;4:e06416. doi: 10.7554/eLife.06416.
President’s Council of Advisors on Science and Technology (2012). Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology,
Engineering and Mathematics. Washington, DC: U.S. Government Office of Science and Technology.
Richards, D., Zemlyanov, D., Asrar, R., Chokshi, Y., Cook, E., Hinton, T., Lu, X., Nguyen, V., Patel, N., Usher, J., Vaidyanathan, S., Yeung, D., and Ivanisevic, A. (2010). DNA immobilization on GaP (100) investigated by Kelvin probe force microscopy J. Phys. Chem. C, 114, 15486-15490.
Richmond, G. and Kurth, L.A. (1999). Moving from outside to inside: High school students’ use of apprenticeships as vehicles for entering the culture and practice of science. Journal of Research in Science Teaching, 36, 677–697.
Ryan, J.G. (2013). Embedding research practice activities into earth and planetary science courses through the use of remotely operable analytical instrumentation: Interventions and impacts on student perceptions and activities. In Tong, V. (ed). Geoscience Research and Education: Teaching at Universities. New York: Springer Verlag, pp. 149-162.
Ryder, J., and Leach, J. (1999). University science students’ experiences of investigative project work and their images of science. International Journal of Science Education, 21, 945–956.
Sadler, T.D., Burgin, S., McKinney, L., and Ponjuan, L. (2010). Learning science through research apprenticeships: A critical review of the literature. J. Res. Sci. Teach. 47, 235–256.
Sandoval, W.A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656.
Schwartz, R.S., Lederman, N.G., and Crawford, B.A. (2004). Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry. Sci. Ed. 88, 610–645.
Seymour, Elaine, and Nancy Hewitt. 1997. Talking about Leaving: Why Undergraduates Leave the Sciences. Boulder, CO: Westview Press.
Seymour, E., Hunter, A.B., Laursen, S.L., and Deantoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88, 493-534.
Shaffer, D.W. 2007. How Computer Games Help Children Learn. New York, NY: Palgrave Macmillan.
Shaffer, C. D., Alvarez, C., Bailey, C., Barnard, D., Bhalla, S., Chandrasekaran, C., Chandrasekaran, V., Chung, H-M., Dorer, D.R., Du, C., Eckdahl, T.C., Poet, J.L., Frohlich, D., Goodman, A.L., Gosser, Y., Hauser, C., Hoopes, L.L.M., Johnson, D., Jones, C.J., Kaehler, M., Kokan, N., Kopp, O.R., Kuleck, G.A., McNeil, G., Moss, R., Myka, J.L., Nagengast, A., Morris, R., Overvoorde, P.J., Shoop, E., Parrish, S., Reed, K., Regisford, E.G., Revie, D., Rosenwald, A.G., Saville, K., Schroeder, S., Shaw, M., Skuse, G., Smith, C., Smith, M., Spana, E.P., Spratt, M., Stamm, J., Thompson, J.S., Wawersik, M., Wilson, B.A., Youngblom, J., Leung, W., Buhler, J., Mardis, E.R., Lopatto, D., and Elgin, S.C.R. (2010). The Genomics Education Partnership: Successful integration of research into laboratory classes at a diverse group of undergraduate institutions. CBE—Life Sciences Education, 9, 55-69.
Shaffer, C. D., Alvarez, C.J., Bednarski, A.E., Dunbar, D., Goodman, A.L., Reinke, C., Rosenwald, A.G., Wolyniak,M.J., Bailey, C., Barnard, D., Bazinet, C., Beach, D.L., Bedard, J.E.J., Bhalla, S., Braverman, J., Burg, M., Chandrasekaran, V., Chung, H-M., Clase, K., DeJong, R.J., DiAngelo, J.R., Du, C., Eckdahl, T.C., Eisler, H., Emerson, J.A., Frary, A., Frohlich, D., Gosser, Y., Govind, S., Haberman, A., Hark, A.T., Hauser, C., Hoogewerf, A., Hoopes, L.L.M., Howell, C.E., Johnson, D., Jones, C.J., Kadlec, L., Kaehler, M., Silver Key, S.C., Kleinschmit, A., Kokan, N.P., Kopp, O., Kuleck, G., Leatherman, J., Lopilato, J., MacKinnon, C., Martinez-Cruzado, J.C., McNeil, G., Mel, S., Mistry, M., Nagengast, A., Overvoorde, P., Paetkau, D.W., Parrish, S., Peterson, C.N., Preuss, M., Reed, L.K., Revie, D., Robic, S., Roecklein-Canfield, J., Rubin, M.R., Saville, K., Schroeder, S., Sharif, K., Shaw, M., Skuse, G., Smith, C.D., Smith, M.A., Smith, S.T., Spana, E., Spratt, M., Sreenivasan, A., Stamm, J., Szauter, P., Thompson, J.S., Wawersik, M., Youngblom, J., Zhou, L., Mardis, E.R., Buhler, J., Leung, W., Lopatto, D., and Elgin, S.C.R. (2014). A course-based research experience: How benefits change with increased investment in instructional time. CBE—Life Sciences Education, 13, 111-30.
Silverthorn, D.U. (2006). Teaching and learning in the interactive classroom. Advances in Physiology Education, 30, 135-140.
Steele, C.M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
Stevens, L.M. and Hoskins, S.C. (2014). The CREATE strategy for intensive analysis of primary literature can be used effectively by newly trained faculty to produce multiple gains in diverse students. CBE—Life Sciences Education, 13, 224-242.
Svihla, V., Linn, M. C. 2011. A Design-based approach to fostering understanding of global climate change. International Journal of Science Education. DOI:10.1080/09500693.09502011.09597453
Trosset, C., Lopatto, D., and Elgin, S. (2008). Implementation and assessment of course-embedded undergraduate research experiences: some explorations. In R. Taraban & R.L. Blanton (Eds.), Creating Effective Undergraduate Research Programs in Science. NY: Teacher’s College Press (pp.33-49).
Valentín-Rodríguez, C., He, Y., Chodavarapu, S.S., Smith, M., Roach, A.S., Lewis, N.R., Vaid, S., Lin, T., Lord, D.E., Green, S.M., Tezel, T.H., and Ivanisevic, A. (2011). Tuning the adhesion of layer-by-layer films to the physicochemical properties of inner limiting membranes using nanoparticles. Micron, 42, 616-624.
Varelas, M., House, R., and Wenzel, S. (2005). Beginning teachers immersed into science: Scientist and science teacher identities. Science Education, 89(3), 492–516.
This page intentionally left blank.