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1
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
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Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

PloS one, 2016-09, Vol.11 (9), p.e0162333-e0162333 [Peer Reviewed Journal]

COPYRIGHT 2016 Public Library of Science ;COPYRIGHT 2016 Public Library of Science ;2016 Laverty et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2016 Laverty et al 2016 Laverty et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0162333 ;PMID: 27606671

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2
Individuals with greater science literacy and education have more polarized beliefs on controversial science topics
Individuals with greater science literacy and education have more polarized beliefs on controversial science topics
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Individuals with greater science literacy and education have more polarized beliefs on controversial science topics

Proceedings of the National Academy of Sciences - PNAS, 2017-09, Vol.114 (36), p.9587-9592 [Peer Reviewed Journal]

Volumes 1–89 and 106–114, copyright as a collective work only; author(s) retains copyright to individual articles ;Copyright National Academy of Sciences Sep 5, 2017 ;ISSN: 0027-8424 ;EISSN: 1091-6490 ;DOI: 10.1073/pnas.1704882114 ;PMID: 28827344

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3
Structure and belonging: Pathways to success for underrepresented minority and women PhD students in STEM fields
Structure and belonging: Pathways to success for underrepresented minority and women PhD students in STEM fields
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Structure and belonging: Pathways to success for underrepresented minority and women PhD students in STEM fields

PloS one, 2019-01, Vol.14 (1), p.e0209279-e0209279 [Peer Reviewed Journal]

COPYRIGHT 2019 Public Library of Science ;COPYRIGHT 2019 Public Library of Science ;2019 Fisher et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2019 Fisher et al 2019 Fisher et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0209279 ;PMID: 30625173

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4
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments
The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments
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The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments

PloS one, 2019-07, Vol.14 (7), p.e0219019-e0219019 [Peer Reviewed Journal]

COPYRIGHT 2019 Public Library of Science ;COPYRIGHT 2019 Public Library of Science ;2019 Kranzfelder et al 2019 Kranzfelder et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0219019 ;PMID: 31314756

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5
Gender Stereotypes in Science Education Resources: A Visual Content Analysis
Gender Stereotypes in Science Education Resources: A Visual Content Analysis
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Gender Stereotypes in Science Education Resources: A Visual Content Analysis

PloS one, 2016-11, Vol.11 (11), p.e0165037-e0165037 [Peer Reviewed Journal]

COPYRIGHT 2016 Public Library of Science ;COPYRIGHT 2016 Public Library of Science ;2016 Kerkhoven et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2016 Kerkhoven et al 2016 Kerkhoven et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0165037 ;PMID: 27851759

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6
Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course
Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course
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Process oriented guided inquiry learning (POGIL®) marginally effects student achievement measures but substantially increases the odds of passing a course

PloS one, 2017-10, Vol.12 (10), p.e0186203-e0186203 [Peer Reviewed Journal]

COPYRIGHT 2017 Public Library of Science ;COPYRIGHT 2017 Public Library of Science ;2017 Walker, Warfa. This is an open access article distributed under the terms of the Creative Commons Attribution License (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2017 Walker, Warfa 2017 Walker, Warfa ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0186203 ;PMID: 29023502

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7
Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls
Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls
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Countries with Higher Levels of Gender Equality Show Larger National Sex Differences in Mathematics Anxiety and Relatively Lower Parental Mathematics Valuation for Girls

PloS one, 2016-04, Vol.11 (4), p.e0153857-e0153857 [Peer Reviewed Journal]

COPYRIGHT 2016 Public Library of Science ;COPYRIGHT 2016 Public Library of Science ;2016 Stoet et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2016 Stoet et al 2016 Stoet et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0153857 ;PMID: 27100631

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8
Education online: the virtual lab
Education online: the virtual lab
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Education online: the virtual lab

Nature (London), 2013-07, Vol.499 (7458), p.268-270 [Peer Reviewed Journal]

ISSN: 0028-0836 ;EISSN: 1476-4687 ;DOI: 10.1038/499268a ;PMID: 23868243

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9
Interactive and scalable biology cloud experimentation for scientific inquiry and education
Interactive and scalable biology cloud experimentation for scientific inquiry and education
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Interactive and scalable biology cloud experimentation for scientific inquiry and education

Nature biotechnology, 2016-12, Vol.34 (12), p.1293-1298 [Peer Reviewed Journal]

COPYRIGHT 2016 Nature Publishing Group ;COPYRIGHT 2016 Nature Publishing Group ;Copyright Nature Publishing Group Dec 2016 ;ISSN: 1087-0156 ;EISSN: 1546-1696 ;DOI: 10.1038/nbt.3747 ;PMID: 27926727

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10
Climate Change Conceptual Change: Scientific Information Can Transform Attitudes
Climate Change Conceptual Change: Scientific Information Can Transform Attitudes
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Climate Change Conceptual Change: Scientific Information Can Transform Attitudes

Topics in cognitive science, 2016-01, Vol.8 (1), p.49-75 [Peer Reviewed Journal]

Copyright © 2016 Cognitive Science Society, Inc. ;Copyright © 2016, Cognitive Science Society, Inc. ;ISSN: 1756-8757 ;EISSN: 1756-8765 ;DOI: 10.1111/tops.12187 ;PMID: 26804198

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11
Classroom sound can be used to classify teaching practices in college science courses
Classroom sound can be used to classify teaching practices in college science courses
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Classroom sound can be used to classify teaching practices in college science courses

Proceedings of the National Academy of Sciences - PNAS, 2017-03, Vol.114 (12), p.3085-3090 [Peer Reviewed Journal]

Volumes 1–89 and 106–114, copyright as a collective work only; author(s) retains copyright to individual articles ;Copyright National Academy of Sciences Mar 21, 2017 ;ISSN: 0027-8424 ;EISSN: 1091-6490 ;DOI: 10.1073/pnas.1618693114 ;PMID: 28265087

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12
Patching the Leaks: Revitalizing and Reimagining the STEM Pipeline
Patching the Leaks: Revitalizing and Reimagining the STEM Pipeline
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Patching the Leaks: Revitalizing and Reimagining the STEM Pipeline

Cell, 2020-10, Vol.183 (3), p.568-575 [Peer Reviewed Journal]

2020 Elsevier Inc. ;Copyright © 2020 Elsevier Inc. All rights reserved. ;ISSN: 0092-8674 ;EISSN: 1097-4172 ;DOI: 10.1016/j.cell.2020.09.029 ;PMID: 33125882

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13
Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments
Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments
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Scientist Spotlights in Secondary Schools: Student Shifts in Multiple Measures Related to Science Identity after Receiving Written Assignments

CBE life sciences education, 2023-06, Vol.22 (2), p.ar22-ar22 [Peer Reviewed Journal]

2023 D. Ovid CBE—Life Sciences Education © 2023 The American Society for Cell Biology. “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. 2023 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.22-07-0149 ;PMID: 36951935

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14
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees
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Early Engagement in Course-Based Research Increases Graduation Rates and Completion of Science, Engineering, and Mathematics Degrees

CBE life sciences education, 2016-06, Vol.15 (1), p.ar20 [Peer Reviewed Journal]

2016 S. Rodenbusch et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). ;2016 S. Rodenbusch © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License ( ). 2016 ;ISSN: 1931-7913 ;EISSN: 1931-7913 ;DOI: 10.1187/cbe.16-03-0117 ;PMID: 27252296

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15
Annotated primary scientific literature: A pedagogical tool for undergraduate courses
Annotated primary scientific literature: A pedagogical tool for undergraduate courses
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Annotated primary scientific literature: A pedagogical tool for undergraduate courses

PLoS biology, 2019-01, Vol.17 (1), p.e3000103-e3000103 [Peer Reviewed Journal]

2019 Kararo, McCartney. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2019 Kararo, McCartney 2019 Kararo, McCartney ;ISSN: 1545-7885 ;ISSN: 1544-9173 ;EISSN: 1545-7885 ;DOI: 10.1371/journal.pbio.3000103 ;PMID: 30625129

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16
Liquid-handling Lego robots and experiments for STEM education and research
Liquid-handling Lego robots and experiments for STEM education and research
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Liquid-handling Lego robots and experiments for STEM education and research

PLoS biology, 2017-03, Vol.15 (3), p.e2001413-e2001413 [Peer Reviewed Journal]

2017 Public Library of Science. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited: Gerber LC, Calasanz-Kaiser A, Hyman L, Voitiuk K, Patil U, Riedel-Kruse IH (2017) Liquid-handling Lego robots and experiments for STEM education and research. PLoS Biol 15(3): e2001413. https://doi.org/10.1371/journal.pbio.2001413 ;2017 Gerber et al 2017 Gerber et al ;2017 Public Library of Science. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited: Gerber LC, Calasanz-Kaiser A, Hyman L, Voitiuk K, Patil U, Riedel-Kruse IH (2017) Liquid-handling Lego robots and experiments for STEM education and research. PLoS Biol 15(3): e2001413. https://doi.org/10.1371/journal.pbio.2001413 ;ISSN: 1545-7885 ;ISSN: 1544-9173 ;EISSN: 1545-7885 ;DOI: 10.1371/journal.pbio.2001413 ;PMID: 28323828

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17
A global perspective on evolving bioinformatics and data science training needs
A global perspective on evolving bioinformatics and data science training needs
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A global perspective on evolving bioinformatics and data science training needs

Briefings in bioinformatics, 2019-03, Vol.20 (2), p.398-404 [Peer Reviewed Journal]

The Author 2017. Published by Oxford University Press. 2017 ;The Author 2017. Published by Oxford University Press. ;ISSN: 1477-4054 ;ISSN: 1467-5463 ;EISSN: 1477-4054 ;DOI: 10.1093/bib/bbx100 ;PMID: 28968751

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18
Science Educational Outreach Programs That Benefit Students and Scientists
Science Educational Outreach Programs That Benefit Students and Scientists
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Science Educational Outreach Programs That Benefit Students and Scientists

PLoS biology, 2016-02, Vol.14 (2), p.e1002368-e1002368 [Peer Reviewed Journal]

2016 Clark et al 2016 Clark et al ;2016 Public Library of Science. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited: Clark G, Russell J, Enyeart P, Gracia B, Wessel A, Jarmoskaite I, et al. (2016) Science Educational Outreach Programs That Benefit Students and Scientists. PLoS Biol 14(2): e1002368. doi:10.1371/journal.pbio.1002368 ;ISSN: 1545-7885 ;ISSN: 1544-9173 ;EISSN: 1545-7885 ;DOI: 10.1371/journal.pbio.1002368 ;PMID: 26844991

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19
Computational thinking in life science education
Computational thinking in life science education
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Computational thinking in life science education

PLoS computational biology, 2014-11, Vol.10 (11), p.e1003897-e1003897 [Peer Reviewed Journal]

COPYRIGHT 2014 Public Library of Science ;COPYRIGHT 2014 Public Library of Science ;2014 Rubinstein, Chor 2014 Rubinstein, Chor ;2014 Public Library of Science. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited: Rubinstein A, Chor B (2014) Computational Thinking in Life Science Education. PLoS Comput Biol 10(11): e1003897. doi:10.1371/journal.pcbi.1003897 ;ISSN: 1553-7358 ;ISSN: 1553-734X ;EISSN: 1553-7358 ;DOI: 10.1371/journal.pcbi.1003897 ;PMID: 25411839

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20
Integrating art and science in undergraduate education
Integrating art and science in undergraduate education
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Integrating art and science in undergraduate education

PLoS biology, 2013-02, Vol.11 (2), p.e1001491-e1001491 [Peer Reviewed Journal]

2013 Gurnon et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited: Gurnon D, Voss-Andreae J, Stanley J (2013) Integrating Art and Science in Undergraduate Education. PLoS Biol 11(2): e1001491. doi:10.1371/journal.pbio.1001491 ;2013 Gurnon et al 2013 Gurnon et al ;ISSN: 1545-7885 ;ISSN: 1544-9173 ;EISSN: 1545-7885 ;DOI: 10.1371/journal.pbio.1001491 ;PMID: 23468590

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