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Center for Advancing STEM Teaching, Learning and Evaluation (CASTLE)

Discipline-Based Education Research (DBER)
Discipline-Based education research experience for Undergraduates. The focus of the DBER REU program is on an emerging area of research - the use of models and representations in STEM. Read More

Photonics and Optics Workforce Education Research (POWER)
Photonics and Optics Workforce Education Research (POWER) unites higher education, discipline-based education research, and workforce development in order to investigate core aspects of typical undergraduate STEM programs. Read More

Molecular Biology Education Research Group (MBER)
MBER has three distinct sections of research in molecular biology education research: MBER Conceptual Meaning Underlying Visual Representations in Molecular Biology, Developing and Evaluating Curricula Emphasizing Modeling and Representation, Collaboration with NSF funded project Connecting Researchers, Educators and Students (CREST). Read More

SMERC Journal Club

The RIT Science and Mathematics Education Research Collaborative (SMERC) runs a weekly journal club and monthly seminar series, open to all, consulting with faculty interested in incorporating research-based methods and assessment into their classrooms.

2017

Wed. May 31, 2017, 10 AM Gosnell 1350
Using lab notebooks to examine students' engagement in modeling in an upper-division electronics lab course
Jacob T. Stanley, Weifeng Su, H. J. Lewandowski
arXiv:1702.04043v1 [physics.ed-ph]

Wed. May 24, 2017, 10 AM Gosnell 1350
Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory
Jacquelyn J. Chini, Adrian Madsen, Elizabeth Gire, N. Sanjay Rebello, and Sadhana Puntambekar
Physical Review Special Topics 8, 010113 (2012)

Wed. May 17, 2017, 10 AM Gosnell 1350
Conceptual and Epistemic Aspects of Students’ Scientific Explanations
William Sandoval
The Journal of the Learning Sciences 12(1) 5-51 (2003)

Wed. May 10, 2017, 10 AM Gosnell 1350
Design-Based Research: An Emerging Paradigm for Educational Inquiry
The Design-Based Research Collective
Educational Researcher 32 (5) (2013)

Wed. April 19, 2017, 10 AM Gosnell 1350
Engineering Communication and the Global Workplace
April A. Kedrowicz and Julie L. Taylor
Connexions 1 (2), 81-105 (2013)

Wed. April 12, 2017, 10 AM Gosnell 1350
Epistemic Practices of Engineering for Education
Christine M. Cunningham and Gregory J. Kelly
Science Education (2017)  doi:10.1002/sce.21271

Wed. April 5, 2017, 10 AM Gosnell 1350
Identifying and Developing Students’ Ability to Reason with Concepts and Representations in Biology
Trevor R. Anderson, Konrad J. Schonborn, Lynn du Plessis, Abindra S. Gupthar, and Tracy L. Hull
From Multiple Representations in Biology Education, Ch 2 (2013)

Wed. March 22, 2017, 10 AM Gosnell 1350
Identifying the team skills required by nuclear power plant operations personnel
Paul, O’Connor, Angela O’Dea, Rhona Flin,and Steve Belton
International Journal of Industrial Ergonomics 38, 1028–1037 (2008).

Wed. February 15, 2017, 10 AM Gosnell 1350
Bridging Science Education and Science Communication Research
Ayelet Baram-Tsabari and Jonathan Osborne
J Res Sci Teach52: 135–144. (2015) doi:10.1002/tea.21202

Wed. February 8, 2017, 10 AM Gosnell 1350
Introduction to Multiple Representations: Their Importance in Biology and Biological Education
Chi-Yan Tsui and David F. Treagust
From Multiple Representations in Biology Education, Ch 1 (2013)

Wed. February 1, 2017, 10 AM Gosnell 1350
Predictors of Student Productivity in Biomedical Graduate School Applications
Joshua D. Hall, Anna B. O’Connell, Jeanette G. Cook
PLoS ONE 12(1): e0169121. doi:10.1371/journal.pone.0169121

Wed. January 25, 2017 
Journal Club is cancelled because a special CASTLE Seminar Jan 25, 1-2 pm in Gosnell 1305.
Nicholas Palumbo, University of Rochester
Innovative Methodological Approaches to DBER: An Examination of Research Projects in Literacy and STEM

2016

Fri. December 2, 2016, 10-11 AM, Gosnell 1350
Student evaluations of teaching (mostly) do not measure teaching effectiveness
Anne Boring, Kellie Ottoboni, and Philip B. Stark
ScienceOpen Research 2016

Fri. November 18, 2016, 10-11 AM, Gosnell 1350
DeFT: A conceptual framework for considering learning with multiple representations
Shaaron Ainsworth
Learning and Instruction 16, 183-198 (2006)

Fri. November 11, 2016, 10-11 AM, Gosnell 1350
The biochemistry tetrahedron and the development of the taxonomy of biochemistry external representations (TOBER)
Marcy H. Towns, Jeffrey R. Raker, Nicole Becker, Marissa Harle, and Jonathan Sutcliffe
Chemistry Education Research and Practice 13, 296-306 (2012)

Fri. November 4, 2016, 10-11 AM, Gosnell 1350
Revisiting the chemistry triplet: drawing upon the nature of chemical knowledge and the psychology of learning to inform chemistry education
Keith Taber
Chemistry Education Research and Practice 14, 156-168 (2013)

Fri. October 21, 2016, 10-11 AM, Gosnell 1350 (Two for One Special)
Skill Formation and the Economics of Investing in Disadvantaged Children
James Heckman
Science 312, 1900-1902 (2006)

The Importance of Noncognitive Skills: Lessons from the GED Testing Program
James J. Heckman and Yona Rubinstein
The American Economic Review, 91, 145-149 (2001)

Fri. October 14, 2016, 10-11 AM, Gosnell 1350
nStudy: Tracing and Supporting Self-Regulated Learning in the Internet
Philip H. Winne and Allyson F Hadwin
International Handbook of Metacognition and Learning Technologies Ch 20, pp 293-308 (2013)

Fri. September 30, 2016, 10-11 AM, Gosnell 3355
Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects
Barry J. Zimmerman
Am Educ Res J 45(1), 166-183 (2008)

Fri. September 23, 2016, 10-11 AM, Gosnell 3355
Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol
James T. Laverty et al
PLoS ONE 11(9): e0162333. (2016)

Fri. September 16, 2016, 10-11 AM, Gosnell 3355
Masculinities and experimental practices in physics: The view from three case studies
Allison J. Gonsalves, Anna Danielsson, and Helena Pettersson
Phys. Rev. Phys. Educ. Res. 12, 020120 – Published 1 August 2016

Also see APS Physics Viewpoint: How Stereotypes Impact Women in Physics

Fri. September 9, 2016, 10-11 AM, Gosnell 3355
The Mentor's Dilemma: Providing Critical Feedback Across the Racial Divide
Cohen, G. L., Steele, C. M., & Ross, L. D.
Personality and Social Psychology Bulletin, 25(10), 1302–1318 (1999) 

Fri. September 2, 2016, 10-11 AM, Gosnell 3355
Beyond One-Size-Fits-All: Tailoring Diversity Approaches to the Representation of Social Groups
Apfelbaum, E. P., Stephens, N. M., & Reagans, R. E. 
Journal of Personality and Social Psychology (2016)

Wed. May 4, 2016 Noon - 1 PM, Gosnell 3355
Assessing equity beyond knowledge- and skills-based outcomes: A comparative ethnography of two fourth-grade reform-based science classrooms
Heidi Carlone, Julie Haun-Frank, Angela Webb
Journal of Research in Science Teaching (2011)

Wed. April 27, 2016 Noon - 1 PM, Gosnell 3355
Understanding the science experiences of successful women of color: Science identity as an analytic lens
Heidi Carlone and Angela Johnson
Journal of Research in Science Teaching (2007)

Wed. April 20, 2016 Noon - 1 PM, Gosnell 3355
The Academic Performance Index: Creating a More Robust and Less Biased Measure of Student Academic Perforamance
Allison Godwin, Geoff Potvin, Tyler Scott, Gerhard Sonnert, Phillip Sadler
IEEE Frontiers in Education Conference Proceedings (2015) 

Wed. March 16, 2016 Noon - 1 PM, Gosnell 3355
Visualization: A metacognitive skill in science and science education
John Gilbert
Visualization in Science Education (9-27) (2005) 

Wed. March 9, 2016 Noon - 1 PM, Gosnell 3355
Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning
Gregory Schraw, Kent Crippen, and Kendall Hartley
Research in Science Education 36 (1-2) (2006) 

Wed. March 2, 2016 Noon - 1 PM, Gosnell 3355
Reducing implicit racial preferences: I. A comparative investigation of 17 interventions
Calvin Lai, et al.
Journal of Experimental Psychology: General 143 (4) (2014) 

Wed. February 24, 2016 Noon - 1 PM, Gosnell 3355
Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms
Daniel Z. Grunspan, Sarah L. Eddy, Sara E. Brownell, Benjamin L. Wiggins, Alison J. Crowe, Steven M. Goodreau
PLoS ONE 11(2) (2016)   

Wed. February 10, 2016 Noon - 1 PM, Gosnell 3355
Cues Matter: Learning Assistants Influence Introductory Biology Student Interactions during Clicker-Question Discussions
Jennifer K. Knight, Sarah B. Wise, Jeremy Rentsch, and Erin M. Furtak
CBE Life Sci Educ 14, 4 (2015)  

Wed. February 3, 2016 Noon – 1PM, Gosnell 3355
Caution, Student Experience May Vary: Social Identities Impact a Student's Experience in Peer Discussions
Sarah L. Eddy, Sara E. Brownell, Phonraphee Thummaphan, Ming-Chih Lan, and Mary Pat Wenderoth
CBE Life Sci Educ 14, 4 (2015)

2015

Wed. Dec 2, 2015 3PM - 4PM, Gosnell 3355
Four Categories of change strategies for transforming undergraduate instruction
Charles Henderson, Andrea Beach, Noah Finkelstein
Book Chapter: Transitions and Transformations in Learning and Education pp. 223-245 (2012)

Wed. Nov 18, 2015 3PM - 4PM, Gosnell 3355
Describing Instructional Practice and Climate: Two New Instruments
Emily M. Walter, Andrea L. Beach, Charles Henderson, and Cody T. Williams
Transforming Institutions: 21st Century Undergraduate STEM Education Conference, October 24, 2014, Indianapolis, IN

Wed. Nov 11, 2015 3PM - 4 PM, Gosnell 3355
The Laboratory Course Assessment Survey: A Tool to Measure Three Dimensions of Research-Course Design
Lisa A. Corwin, Christopher Runyon, Aspen Robinson, and Erin L. Dolan
CBE-Life Sciences Education (2015)

Wed. Nov 4, 2015 3PM - 4PM, Gosnell 3355
Analyzing patterns in experts' approaches to solving experimental problems
Maja Poklinek Čančula, Gorazd Planinšič, Eugenia Etkina
American Journal of Physics (2015)

Wed. Oct 28, 2015 3PM - 4PM, Gosnell 3355
Threshold capabilities: threshold concepts and knowledge capability linked through variation theory
Caroline Baillie, John A. Bowden, Jan H F Meyer
Higher Education (2013)

Wed. Oct 21, 2015 3PM - 4PM, Gosnell 3355
Threshold Concepts in Learning Biology and Evolution
Pauline M. Ross et al.
Biology International (2010)

Wed. Sept 30, 2015 3PM - 4PM, Gosnell 3355
Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena
Robert B Kozma and Joel Russell
Journal of Research in Science Teaching (1997)

Wed. Sept 23, 2015 3PM - 4PM, Gosnell 3355
Physics career intentions: The effect of physics identity, math identity, and gender
Robynne M. Lock, Zahra Hazari, and Geoff Potvin
AIP Conf. Proc. 1513, 262 (2013)

Wed. Sept 16, 2015 3PM - 4PM, Gosnell 3355
Learning in the Making: A Comparative Case Study of Three Makerspaces
Kimberly M. Sheridan, Erica Rosenfeld Halverson, Breanne K. Litts, Lisa Brahms, Lynette Jacobs-Priebe, Trevor Owens
Harvard Educational Review (2014)

Wed. Sept 9, 2015 3PM - 4PM, Gosnell 3355
The Maker Movement in Education
Erica Rosenfeld Halverson and Kimberly M. Sheridan
Harvard Educational Review (2014)

Wed. Sept 2, 2015 3PM - 4PM, Gosnell 3355
Development of an Assessment Tool To Measure Students' Meaningful Learning in the Undergraduate Chemistry Laboratory
Kelli R. Galloway and S. L. Bretz
Journal of Chemical Education (2015)

Wed. August 26, 2015 3PM - 4PM, Gosnell 3355
Teaching Critical Thinking
N. G. Holmes, Carl E. Wieman, and D. A. Bonn
Proceedings of the National Academy of Sciences (2015)

Wed. July 8, 2015 10:00am - 11:00am, Gosnell 3365
Development of the Geoscience Concept Inventory
Julie C. Libarkin and Steven W. Anderson
Proceedings of the National STEM Assessment Conference (2007)

Wed. July 1, 2015 10:00am - 11:00am, Gosnell 3365
Long-term conceptual retrieval by college biology majors following model-based instruction
Joseph T. Dauer and Tammy M. Long
Journal of Research in Science Teaching (2015)

Wed. June 24, 2015 10:00am - 11:00am, Gosnell 3365
A Qualitative Investigation of Undergraduate Chemistry Students' Macroscopic Interpretations of the Submicroscopic Structures of Molecules
Gayle Nicoll
Journal of Chemical Education (2003)

Wed. June 17, 2015 10:00am - 11:00am, Gosnell 3365
Physics faculty and educational researchers: Divergent expectations as barriers to the diffusion of innovations
Charles Henderson and Melissa H. Dancy
American Journal of Physics (2008)

Wed. June 10, 2015 10:00am - 11:00am, Gosnell 3365
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, Chapter 3, Overview of DBER
NRC Board on Science Education
National Academies Press (2012)

Wed. May 13, 2015 2:00PM - 3:00PM, Gosnell 3355
Talk: Capturing Abstraction in Chemistry Problem Solving
Hannah Sevian, Univ. Massachusetts Boston

Wed. May 6, 2015 12:00PM - 1:00PM, Gosnell 3355
The Project Ownership Survey: Measuring Differences in Scientific Inquiry Experiences
David I. Hanauer and Erin L. Dolan
CBE Life Sciences Education (2014)

Wed. April 22, 2015 12:00PM - 1:00PM, Gosnell 3355
Linguistic analysis of project ownership for undergraduate research experiences
D. I. Hanauer, J. Frederick, B. Fotinakes, and S. A. Strobel
CBE Life Sciences Education (2012)

Wed. April 15, 2015 12:00PM - 1:00PM, Gosnell 3355
Language of physics, language of math: Disciplinary culture and dynamic epistemology
Edward F. Redish, Eric Kuo
arXiv:1409.6272 [physics.ed-ph] (2014)

Wed. April 8, 2015 12:00PM - 1:00PM, Gosnell 3355
Constrained interactivity for relating multiple representations in science: When virtual is better than real
Trevor J. Barrett, Andrew T. Stull, Ted M. Hsu, and Mary Hegarty
Computers and Education (2015)

Wed. April 1, 2015 12:00PM - 1:00PM, Orange 1340
Talk: It's More Than Just Statistics - Theoretical Framework in Quantitative PER Studies
Lin Ding, The Ohio State University

Wed. Mar 18, 2015 12:00PM - 1:00PM, Gosnell 3355
Bridging the Undergraduate Curriculum Using an Integrated Course-Embedded Undergraduate Research Experience (ICURE)
James E. Russell, et al.
CBE-Life Sciences Education (2015)

Wed. Mar 11, 2015 12:00PM - 1:00PM, Gosnell 3355
Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation
Lisa A. Corwin, Mark J. Graham, and Erin L. Dolan
CBE-Life Sciences Education (2015)

Wed. Mar 4, 2015 12:00PM - 1:00PM, Gosnell 3355
Assessment of Course-Based Undergraduate Research Experiences
Lisa Corwin Auchincloss, et al.
CBE-Life Sciences Education (2014)

Wed. February 25, 2015 12:00PM - 1:00PM, Gosnell 3355
Voice Matters: Buffering the impact of a negative climate for women in science
Isis H. Settles, Lilia M. Cortina, Abigail J. Stewart, and Janet Malley
Psychology of Women Quarterly (2007)

Wed. February 18, 2015 12:00PM - 1:00PM, Gosnell 3355
Why do women opt out? Sense of belonging and women's representation in mathematics.
Catherine Good, Aneeta Rattan, and Carol S. Dweck
Journal of Personality and Social Psychology (2012)

Wed. February 11, 2015 12:00PM - 1:00PM, Gosnell 3355
A Linguistic Comparison of Letters of Recommendation for Male and Female Chemistry and Biochemistry Job Applicants
Tori Schmader, Jessica Whitehead, and Vicki H. Wysocki
Sex Roles (2007)

Wed. February 4, 2015 12:00PM - 1:00PM, Gosnell 3355
What's in a Name: Exposing Gender Bias in Student Ratings of Teaching
Lillian MacNell, Adam Driscoll, and Andrea N. Hunt
Innovation in Higher Education (2014)

Wed. January 28, 2015 12:00PM - 1:00PM, Gosnell 3355
Evaluating Science Research Experience For Teacher Programs and Their Effects on Student Interest and Academic Performance
Jay Dubner et al.
Materials Research Society Proceedings (2001)
dx.doi.org/10.1557/PROC-684-GG3.6

Wed. January 14, 2015 11:00am - 12:00PM, Gosnell 3355
How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities
Sara E. Brownell, Mary Pat Wenderoth, Roddy Theobald, Nnadozie Okoroafor, Mikhail Koval, Scott Freeman, Cristina L. Walcher-Chevillet, and Alison J. Crowe
Bioscience (2014)

2014

Wed. Dec 3rd, 2014 11:00AM - 12:00PM, Gosnell 3355 
Cognitive Task Analysis
Richard Clark, David Feldon, Jeroen van Merriënboer, Kenneth Yates, and Sean Early
Handbook of Research on Educational Communications and Technology (3rd ed.) (2008)

Wed. Nov 19, 2014 11:00AM - 12:00PM, Gosnell 3355 
Cognitive Task Analysis and Innovation of Training: The Case of Structured Troubleshooting
Alma Schaafstal, Jan Maarten Schraagen, Marcel van Berlo
Human Factors: The Journal of the Human Factors and Ergonomics Society (2001)

Wed. Nov 12, 2014 11:00AM - 12:00PM, Gosnell 3355 
Development of the Biological Experimental Design Concept Inventory (BEDCI)
Thomas Deane, Kathy Nomme, Erica Jeffery, Carol Pollock, and Gulner Birol
CBE-Life Sciences Education (2014)

Wed. Oct 29, 2014 11:00AM - 12:00PM, Gosnell 3355 
Exploring the Alignment Between Workforce Needs and Postsecondary Education: Preliminary Findings
Matthew Hora, Ross Benbow, and Amanda Oleson
Research Brief Prepared for The National Academy of Sciences Board on Higher Education and the Workforce Meeting (2014)

Wed. Oct 22, 2014 11:00AM - 12:00PM, Gosnell 3355 
Do action video games improve perception and cognition?
Walter Boot, Daniel Blakely, and Daniel Simons 
Frontiers in Psychology (2011)

Wed. Oct 15, 2014 1:00PM - 2:00PM, Gosnell 3365 
Talk on Using Reflection to Promote Deep Understanding in STEM Classrooms 
Dimitri Dounas-Frazer, CU-Boulder

Wed. Oct 8, 2014 11:00AM - 12:00PM, Gosnell 3355 
Spatial reasoning with external visualizations: what matters is what you see, not whether you interact
Madeleine Keehner, Mary Hegarty, Cheryl Cohen, Peter Khooshabeh, Daniel R Montello 
Cognitive Science (2008)

Wed. Sept 24, 2014 11:00AM - 12:00PM, Gosnell 3355 
Dual Coding Theory: Retrospect and Current Status
Allan Paivio
Canadian Journal of Psychology (1991)

Wed. Sept 17, 2014 11:00AM - 12:00PM, Gosnell 3355 
A revisionist theory of conceptual change
Kenneth A. Strike and George J. Posner
Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (1992)

Wed. Sept 10, 2014 11:00AM - 12:00PM, Gosnell 3355 (New Location)
Modeling student thinking: An example from special relativity
Rachel E. Scherr
American Journal of Physics (2007)

Wed. Sept 3, 2014 11:00AM - 12:00PM, Gosnell 3125
Misconceptions Are So "Yesterday!"
April Cordero Maskiewicz and Jennifer Evarts Lineback
CBE-Life Sciences Education (2013)

Wed. August 13, 2014 11:00AM - 12:00PM, Gosnell 3125
NSF 14-588 Improving Undergraduate STEM Education (IUSE) Program Solicitation
National Science Foundation Directorate for Education and Human Resources, Division of Undergraduate Education (2014)

Wed. July 30, 2014 11:00AM - 12:00PM, Gosnell 3125
Critical Features of Visualizations of Transport Through the Cell Membrane—an Empirical Study of Upper Secondary and Tertiary Students’ Meaning-Making of a Still Image and an Animation
Carl-Johan Rundgren and Lena A. E. Tibell
International Journal of Science and Mathematics Education (2009)

Wed. July 23, 2014 11:00AM - 12:00PM, Gosnell 3125
Examining the Relationships among Doctoral Completion Time, Gender, and Future Salary Prospects for Physical Scientists
Geoff Potvin and Robert Tai
Journal of Chemical Education (2012)

Wed. July 16, 2014 10:00AM - 11:00am, Gosnell 3125
Towards Evidence of Visual Literacy: Assessing Pre-service Teachers' Perceptions of Instructional Visuals
Hsin-Te Yeh and Linda Lohr
Journal of Visual Literacy (2010)

(optional) A Review of Learning Theories from Visual Literacy
Elaine Huei-lien Chen
Journal of Educational Computing, Design & Online Learning (2004)

Wed. July 9, 2014 11:00AM - 12:00PM, Gosnell 3125
An investigation of college chemistry students' understanding of structure-property relationships
Melanie M. Cooper, Leah M. Corley, Sonia M. Underwood
Journal of Research in Science Teaching (2013)

Wed. July 2, 2014 11:00AM - 12:00PM, Gosnell 3125
Lost in Lewis Structures: An Investigation of Student Difficulties in Developing Representational Competence
Melanie M. Cooper, Nathaniel Grove, Sonia M. Underwood, and Michael W. Klymkowsky
Journal of Chemical Education (2010)

Wed. June 25, 2014 11:00AM - 12:00PM, Gosnell 3125
Mental, Physical, and Mathematical Models in the Teaching and Learning of Physics
Ileana Maria Greca and Marco Antonio Moreira
Science Education (2002)

Wed. June 18, 2014 11:00AM - 12:00PM, Gosnell 3125
A Combination of Hand-Held Models and Computer Imaging Programs Helps Students Answer Oral Questions about Molecular Structure and Function: A Controlled Investigation of Student Learning
Michelle A. Harris et al.
CBE Life Sciences Education (2009)

Wed. June 11, 2014 11:00AM - 12:00PM, Gosnell 3125
Characteristics and Levels of Sophistication: An Analysis of Chemistry Students' Ability to Think with Mental Models
Chia-Yu Wang and Lloyd H. Barrow
Research in Science Education (2010)

Wed. June 4, 2014 11:00AM - 12:00PM, Gosnell 3125
Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners
Christina V. Schwarz et al.
Journal of Research in Science Teaching (2009)

Wed. May 28, 2014 11:00AM - 12:00PM, Gosnell 3125
Active Learning Increases Student Performance in Science, Engeineering, and Mathematics
Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt and Mary Pat Wenderoth
Proceedings of the National Academy of Sciences

Wed. May 21, 2014 11:00AM - 12:00PM, Gosnell 3125
Practicing Engineers Talk about the Importance of Talk: A Report on the Role of Oral Communication in the Workplace
Ann L. Darling & Deanna P. Daniels
National Communication Association

Wed. May 14, 2014 11:00AM - 12:00PM, Gosnell 3125
Grounded Theory Research: Procedures, Canons and Evaluative Criteria
Juliet Corbin & Anselm Strauss
Qualitative Sociology

Wed. April 30, 2014
There will be NO journal club this week. Enjoy the Nvivo Webinar.

Wed. April 23, 2014 11:00AM - 12:00PM, Gosnell 3125
Bridging Physics and Biology Teaching through Modeling
Anne-Marie Hoskinson, Brian A. Couch, Benjamin M. Zwickl, KathleenA. Hinko, and Marcos D. Caballero
Physics For Life Science

Wed. April 16, 2014 11:00AM - 12:00PM, Gosnell 3125
A Vision of Interdisciplinary Education: Students' Reasoning about "High-Energy Bonds" and ATP
Benjamin Dreyfus, Vashti Sawtelle, Chandra Turpen, Julia Gouvea, and Edward F. Redish
Physical Review Special Topics- Physics Education Research

Wed. April 2, 2014 11:00AM - 12:00PM, Gosnell 3125
Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions
Lydia T. Tien, Melanie A. Teichert, & Dawn Rickey 
Chemical Education Research

Wed. April 9, 2014 11:00AM - 12:00PM, Gosnell 3125
Reinventing college physics for biologiests: Explicating an epistemological curriculum
Edward F. Redish and David Hammer
American Journal of Physics 

Wed. March 26, 2014 
There will be NO journal club this week due to spring break.

Wed. March 19, 2014 11:00AM - 12:00PM, Gosnell 3125
A Problem with STEM
Michael Marder
CBE- Life Sciences Education

CANCELLED
Wed. March 12, 2014 11:00AM - 12:00PM, Gosnell 3125

Stay safe in the blizzard!

Wed. March 5, 2014 11:00AM - 12:00PM, Gosnell 3125
Seeking missing pieces in sciencze concept assessments: Reevaluating the Brief Electricity and Magnetism Assessment through Rasch analysis 
Lin Ding
Physical Review Special Topics-Phyiscs Education Research

Wed. February 26, 2014 11:00AM - 12:00PM, Gosnell 3125
Getting Started with Quantitive Methods in Physics Education Research pg. 30-42 (Parts 4 & 5)
Lin Ding and Xiufeng Liu
Reviews in PER Vol.2

Wed. February 19, 2014 11:00AM - 12:00PM, Gosnell 3125
Getting Started with Quantitive Methods in Physics Education Research pg. 1-30 (Parts 1-3)
Lin Ding and Xiufeng Liu
Reviews in PER Vol.2

Wed. February 12, 2014 11:00AM - 12:00PM, Gosnell 3125
The Colorado Learning Attitudes about Science Survey (CLASS) for use in biology
Katharine Semsar, et al.
CBE-Life Sciences Education

Wed. February 5, 2014 11:00AM - 12:00PM, Gosnell 3125
Best practices for measuring students' attitudes toward learning science
Matthew Lovelace and Peggy Brickman
CBE-Life Sciences Education

2013

Wed. December 11, 2013 10:00-11:00AM, Gosnell 3125
How people learn: How experts differ from novices - Chapter 2
Committee on Development in the Science of Learning
The National Academis

Wed. December 4, 2013 10:00-11:00AM, Gosnell 3125
Reinventing physics for life-science majors
Dawn C. Meredith and Edward F. Redish
Physics Today

Wed. November 20, 2013 10:00-11:00AM, Gosnell 3125
Student ideas regarding entropy and the second law of thermodynamics in an introductory physics course
Warren Christensen, David E. Meltzer, and C. A. Ogilvie
American Journal of Physics 

Wed. November 13, 2013 10:00-11:00AM, Gosnell 3125
How people learn: Brain, Mind, Experience, and School - Chapter 1
Committee on Development in the Science of Learning
The National Academis

Wed. November 6, 2013 10:00-11:00AM, Gosnell 3125
Selective use of the primary literature transforms the classroom into a virtual laboratory
Sally G. Hoskins, Leslie M. Stevens, and Ross H. Nehm
Genetics 

Wed. October 30, 2013 10:00-11:00AM, Gosnell 3125
Impact of conventional introductory laboratory course on the understanding of measurement
Trevor S. Vokwyn, Saalih Allie, and Andy Buggler
Physical Review Special Topics: Physics Education Research

Wed. October 23, 2013 10:00-11:00AM, Gosnell 3125
Characterizing illusions of competence in introductory chemistry students
Samuel Pazicni and Christopher F. Bauer
Chemistry Education Research and Practice 

Wed. October 16, 2013 10:00-11:00AM, Gosnell 3125
Brief, embedded, Spontaneous metacognitive talk
Paul W. Irving, Eleanor C. Sayre, and Lauren Harris 

Wed. October 9, 2013 10:00-11:00AM, Gosnell 3125
Analyzing change in students' gene-to-evolution models in college-level introductory biology
Joseph T. Dauer, et al.
Journal of Research in Science Teaching

Wed. October 2, 2013 10:00-11:00AM, Gosnell 3125
Common guidelines for education research and development
Institute of Education Sciences, U.S. Department of Education, and the National Science Foundation
 

Wed. September 25, 2013 10:00-11:00AM, Gosnell 3125
Do girls really experience more anxiety in mathematics?
Thomas Goetz, et al.
Psychological Science
 

Wed. September 18, 2013 10:00-11:00AM, Gosnell 3125
Students and teachers learning to see part I: Using visual images in the college classroom to promote students' capacities and skills
Elizabeth Thomas, Nancy Place, and Cinnamon Hillyard
College Teaching 

Students and teachers learning to see part II: Using visual images in the college classroom to enhance the social context for learning 
Nancy Place, Cinnamon Hillyard, and Elizabeth Thomas
College Teaching

Visiual learning for science and engineering 
Michael B. McGrath and Judith R. Brown
IEEE Computer Graphics and Applications

Wed. September 11, 2013 10:00-11:00AM, Gosnell 3125
Eye movements and word skipping during reading: Effects of word length and predictability
Keith Rayner, Timothy Slattery, et al. 
Journal of Experimental Psychology: Human Perception & Performance

Wed. September 4, 2013 10:00-11:00AM, Gosnell 3125
Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system
Derek A. Behmke and Charles H. Atwood
Chemistry Education Research and Practice (2013)

Fri. Aug 9, 2013 10:30-11:30AM, Gosnell 3125
Patterns of multiple representation use by experts and novices during physics problem solving
Patrick B. Kohl and Noah D. Finkelstein
Physical Review Special Topics --- PER (2008)

Fri. July 26, 2013 10:30-11:30AM, Gosnell 3125
Writing about Testing Worries Boosts Exam Performance in the Classroom
Gerardo Ramirez and Sian Beilock
Science (2011)

Fri. July 19, 2013 10:30-11:30AM, Gosnell 3125
Designing Effective Multimedia for Physics Education (Ch. 9)
Derek Muller 
Dissertation

Fri. July 12, 2013 10:30-11:30AM, Gosnell 3125
Categorization and Representation of Physics Problems by Experts and Novices
Michelene Chi, Paul Feltovich, and Robert Glaser
Cognitive Science (1980)

Fri. July 5, 2013 10:30-11:30AM, Gosnell 3125
A is for Apple: Mnemonic Symbols Hinder the Interpretation of Algebraic Expressions
Nicole McNeil, Aaron Weinberg, et al.
Journal of Educational Psychology (2010)

Fri. May 24, 2013 10:30-11:30AM, Gosnell 3125
Development and Validation of Instruments to Measure Learning of Expert-Like Thinking
Wendy K. Adams and Carl E. Wieman
International Journal of Science Education (2010)

Fri. May 24, 2013 10:30-11:30AM, Gosnell 3125
Comparing students' and experts' understanding of the content of a lecture
Zdeslav Hrepic, Dean A. Zollman, and N. Sanjay Rebello
Journal of Science Education and Technology (2007)

Mon. May 6, 2013 3-4PM, Gosnell 3125
Misconceptions reconceived: a constructivist analysis of knowledge in transition
J. P. Smith and A. DiSessa and J. Roschelle
Journal of Learning Sciences (1993-94)

Mon. April 8, 2013 3-4PM, Gosnell 3125
Underneath it all: gender role identification and women chemists' career choices
Megan L. Grunert
Science Education International (2011)

Mon. April 8, 2013 3-4PM, Gosnell 3125
How Abstract is Abstract? Layering meaning in physics
Noah S. Podolefsky and Noah D. Finkelstein
Proceedings of the 2008 Physics Education Research Conference (2008)

Mon. April 1, 2013 3-4PM, Gosnell 3125
Questions for Assessing Higher-Order Cognitive Skills: It's Not Just Bloom's
Paula P. Lemons and J. Derrick Lemons
CBE-Life Science Education (2013)

Mon. March 25, 2013 3-4PM, Gosnell 3125
Perceptual Learning
Robert L. Goldstone
Annual Reviews of Psychology (1998)

Mon. March 11, 2013 3-4PM, Gosnell 3125
How can we improve problem-solving in undergraduate biology? Applying lessons from 30 years of physics education research
To be published in CBE - Life Sciences Education

Mon. March 4, 2013 3-4PM, Gosnell 3125
Getting Started in Qualitative Physics Education Research (cont'd)
PER Central (2009)

Wed. January 30, 2013 1-2PM, Gosnell 3125
Getting Started in Qualitative Physics Education Research 
PER Central (2009)

Wed. January 23, 2013 1-2PM, Gosnell 3125
Learning Each Other's Ropes: Negotiating Interdisciplinary Authenticity 
To be published in CBE - Life Sciences Education

Wed. January 16, 2013 1-2PM, Gosnell 3125
A new pedagological approach to elicit explanative writing from undergraduate chemistry students 
Journal of Chemical Education 89 (2012)

2012

Wed. December 5, 2012 1-2PM, Gosnell 3125
Let's teach how we think instead of what we know
Chemistry Education Research and Practice 11 (2010)

Wed. November 28, 2012 - No Journal Club Today. Please attend SMERC seminar (Brian Rybarczyk) at 3:00PM, GLE 3139

Thu. November 8, 2012 3-4PM, Gosnell 3125
Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology
CBE - Life Sciences Education 7 (2008)

Thu. November 1, 2012 3-4PM, Gosnell 3125
Assessment of higher order cognitive skills in undergraduate education: modified essay or multiple choice questions? Research paper
BMC Medical Education 7 (2007)

Thu. October 25, 2012 3-4PM, Gosnell 3125
Interactive Frames and Knowledge Schemas in Interaction: Examples from a Medical Examination/Interview
Social Psychology Quarterly 50 (1987)

Thu. October 11, 2012 3-4PM, Gosnell 3310
A Web-Based System for Between-Student Testing in University Physics
American Educational Research Association (2012)

Thu. October 4, 2012 3-4PM, Gosnell 3310
Becoming an Engineer: Toward a Three Dimensional View of Engineering Learning
Journal of Engineering Education (2008)

Thu. September 27, 2012 3-4PM, Gosnell 3310
Evaluating College Science and Mathematics Instruction
Journal of College Science Teaching 31 (2002)

Thu. September 20, 2012 2-4PM, Gosnell 3310
>How students blend conceptual and formal mathematical reasoning in solving physics problems
Science Education (submitted) *Email Mary Leeman for the article pdf

Thu. September 13, 2012 3-4PM, Gosnell 3310
Enhancing Deaf Students' Learning from Sign Language and Text: Metacognition, Modality, and the Effectiveness of Content Scaffolding
Journal of Deaf Studies and Deaf Education 16 (2010)

Wed. July 25, 2012 12-1PM, Gosnell 3355
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them
Educational Psychologist 37 (2012)

Wed. June 20, 2012 12-1PM, Gosnell 3355
Chapter 9, NAS Report on Discipline Based Education Research
The National Academies Press (2012)

Wed. June 13, 2012 12-1PM, Gosnell 3355
Chapter 2, NAS Report on Discipline Based Education Research
The National Academies Press (2012)

Wed. May 2, 2012 1-2PM, Gosnell 3310
Teaching With External Representations: The Case of a Common Energy-Level Diagram in Chemistry
MaryKay Orgill and Kent Crippen
Journal of College Science Teaching, 40 (2010)

Wed. April 25, 2012 No journal club. Please attend SMERC seminar (Erika Offerdahl) in 76-1275 at 2pm

Wed. April 18, 2012 1-2PM, Gosnell 3310
Changes in instructors' assessment thinking related to experimentation with new strategies
Erika G. Offerdahl & Debra Tomanek
Assessment & Evaluation in Higher Education36 (2011)

Wed. April 11, 2012 1-2PM, Gosnell 3310
How Students Understand Physics Equations (pages 520-end)
Bruce L. Sherin
Cognition and Instruction19 (2001)

Wed. April 4, 2012 1:30PM, Gosnell A300
No journal club today. Special seminar speaker, 1:30 08-A300
Tricia Chapman
Diversity of Faculty Practice in Active-Learning Classrooms

Wed. March 28, 2012 1-2PM, Gosnell 3310
How Students Understand Physics Equations (pages 500-519)
Bruce L. Sherin
Cognition and Instruction19 (2001)

Wed. March 21, 2012 1-2PM, Gosnell 3310
How Students Understand Physics Equations (pages 479-500)
Bruce L. Sherin
Cognition and Instruction19 (2001)

Wed. March 14, 2012 1-2PM, Gosnell 3310
Generating cognitive dissonance in student interviews through multiple representations
Kimberly J. Linenberger and Stacey Lowery Bretz
Chemistry Education Research and Practice (2012)

Wed. February 15, 2012 1-2PM, Gosnell 3310
Applying beliefs and resources frameworks to the psychometric analyses of an epistemology survey
Sevda Yerdelen-Damar, Andrew Elby, and Ali Eryilmaz 
Physical Review Special Topics - Physics Education Research (2012)

Wed. February 8, 2012 1-2PM, Gosnell 3310
Biology "data slam," presented by Kate Wright

Wed. February 1, 2012 1-2PM, Gosnell 3310
Nonlinear Psychometric Thresholds for Physics and Mathematics
Stephen Hsu and James Schombert
The Journal of British Sociological Association (2010)

Wed. January 26, 2012 1-2PM, Gosnell 3310
The Missing Disciplinary Substance of Formative Assessment
Janet Coffey, David Hammer, Daniel Levin, and Terrance Grant 
Journal of Research in Science Teaching 48, (2011)

Wed. January 19, 2012 1-2PM, Gosnell 3310
Genetic Literacy of Undergraduate Non-Science Majors and the Impact of Introductory Biology and Genetics Courses
Bethany Vice Bowling et al. 
BioScience 58, (2008)

Wed. January 11, 2012 1-2PM, Gosnell 3355
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Mishra Punya and Matthew J. Koehler
Teachers College Record 108, (2006)

2011

Wed. December 14, 2011 1-2PM, Gosnell 3355
Those Who Understand: Knowledge Growth in Teaching
Lee Shulman
Educational Researcher (15) (1986)

Wed. December 8, 2011 1-2PM, Gosnell 3355
Learning Styles: Concepts and Evidence
Harold Pashler, Mark McDaniel, Doug Rohrer, and Robert Bjork
Psychological Science in the Public Interest (2008)

Wed. December 1, 2011 1-2PM, Gosnell 3355
Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students
Heather C. Hill, Deborah Loewenberg Ball, and Stephen G. Schilling
Journal for Research in Mathematics Education (2008)

Wed. November 9, 2011 3-4PM
The Missing Disciplinary Substance of Formative Assessment
Janet E. Coffey, David Hammer, Daniel M. Levin, and Terrance Grant
Journal of Research in Science Teaching (2011)

Wed. October 26, 2011 3-4PM
Stereotype Threat Undermines Academic Learning
Valerie Jones Taylor and Gregory M. Walton
Personality and Social Psychology Bulletin 8 1055 (2011)

Wed. October 19, 2011 3-4PM
Attitudes about science and conceptual physics learning in university introductory physics courses 
Marina Milner-Bolotin et al.
Physical Review, Special Topics-PER 7 020107 (2011)

Wed. October 12, 2011 3-4PM
What We Say Is Not What We Do: Effective Evaluation of Faculty Professional Development Programs"
Diane Ebert-May et al.
BioScience 6 (17), pp. 550-558 (2011)

Wed. October 5, 2011 3-4PM
Doing the Lessons or Doing Science: Argument in High School Genetics
M. Pilar Jimenez-Aleixandre et al.
Science Education 84, pp. 757-792 (2000)

Wed. September 28, 2011 3-4PM
Spatial Representations and Imagery in Learning 
Daniel L. Schwartz and Julie Heiser
To appear in the Handbook of the Learning Sciences. K. Sawyer (Ed.)

SMERC Seminar Series

Guest Speaker Jennifer Momsen, Ph.D.
Associate Professor
Department of Biological Sciences
North Dakota State University

SEMINAR (Friday, June 9, Gosnell 3365, 10:30 - 11:30am)
System Models: Revealing Biological Reasoning One Arrow at a Time

Background/Question/Methods
Contemporary biologists study complex systems, from cells to ecosystems. By extension, current undergraduate education reform recognizes that complex systems are a core concept underpinning biological literacy. However, the skills and content knowledge that comprise systems thinking are largely undefined. We believe an essential component of systems thinking is the ability to delineate the system of interest, that is, to articulate what is – and is not – part of the system. A second component of systems thinking may be the ability to reason dynamically, to describe how the system changes or responds to perturbations. Using a model-based pedagogy, we explore students’ systems thinking abilities within the core concept of matter movement and transformation (e.g., carbon cycling). Before and after relevant instruction, introductory biology students constructed a concept model of carbon movement in a given ecosystem and were then asked to use that model to reason about a perturbation to the carbon cycle in that system. We coded student models for the presence and correctness of key carbon pools and fluxes as a measure of their ability to delineate the focal system. Students’ extended responses were coded to understand whether and to what extent students were able to reason dynamically about an ecosystem.

Results/Conclusions
Prior to instruction, introductory biology students struggled to completely and correctly delineate the focal ecosystem. For example, less that 2% of students include decomposers in their carbon cycle models. Students also rarely included fluxes that moved carbon dioxide to/from the atmosphere: 4% of students included plant respiration and none included respiration by decomposers. Following instruction, students more completely and correctly delineated the ecosystem, with over 75% including decomposers and over 60% correctly including respiration by decomposers. Further, prior to instruction, student reasoning about system perturbations focused mostly on visible pools (e.g., 76% mentioned primary consumers), and only discussed changes to pool size for primary consumers (35%). Flux discussions included consumption (26%) and heterotrophic respiration by visible system pools (5%). After instruction, students’ reasoning about ecosystem perturbations included substantially more pools (mean range 2.54-5.72) and fluxes (1.16-4.62), with gains made in discussing plants (photosynthesis & respiration) and decomposers. Overall, we found student understanding of non-visible components of ecosystems was initially limited but improved following instruction. Further, responses to the ecosystem perturbation prompt revealed students exploring multiple ways that systems can respond, evidence of their ability to reason dynamically. Together, these results provide preliminary evidence of systems thinking in undergraduate biology.

To request Interpreting Services please visit http://myAccess.rit.edu

Past SMERC Seminar Series

2017

Fri. March 3, 2017 2-3PM GLE 1149
Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory
Stacey Lowery Bretz (Miami University, Oxford, OH)

Tue. March 7, 2017 1-2PM GLE 1149
Hidden Inequities in Active Learning Classrooms: How Groups of Students are Differentially Impacted by Active Learning
Sara Brownell (Arizona State University, Tempe, AZ) 

Fri. March 3, 2017 2-3PM GLE 1149
Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory
Stacey Lowery Bretz (Miami University, Oxford, OH)

Wed. March 1, 2017 12-1PM, Seminar GLE 2355
Intersectionality, Culture and Identity in Inclusive STEM Departments
Angela Johnson (St. Mary's College of Maryland)

Tue. February 28, 2017 2-3PM, Workshop GLE 2129
Building STEM Cultures Where Students Can Thrive
Angela Johnson (St. Mary's College of Maryland)

Fri. February 3, 2017 3PM, GLE 1149
Attending to Scientific Practices Within Undergraduate Research Experiences
Gina Quan, University of Maryland

Wed. January 25, 2017 1PM, Gosnell 1305
Innovative Methodological Approaches to DBER: An Examination of Research Projects in Literacy and STEM
Nicholas Palumbo, University of Rochester

2016

Wed. November 16, 2016 1:00PM, Gosnell 3365
How might Physics Education Research facilitate the coming computational revolution?
Danny Caballero, Michigan State University

Wed. April 13, 2016 12:00PM - 1:00PM, Gosnell 2365
Assessing student writing in biology using lexical analysis and machine learning
Luanna Prevost, University of South Florida

Tue. April 5, 2016 4:00PM - 5:00PM, Gosnell 3365
The Importance of STEM Identities: Using Structural Equation Modeling to Understand Engineering Choice
Allison Godwin, Purdue University

Wed. March 30, 2016 12:00PM - 1:00PM, Gosnell 2365
Understanding the meaning ascribed by students to representations used in organic chemistry
Jeffrey R. Raker, University of South Florida

2015

Mon. October 12, 2015 10:00AM - 11:00AM, COLA McKenzie Commons
Communication for learning: Building understanding and skills in the science classroom
Amy L. H. Gaffney, University of Kentucky

Fri. September 11, 2015 11:00AM - 12:00PM, CAR 1275
Listening for Deep Understanding of Energy
Michael Wittmann, The University of Maine

Wed. May 13, 2015 2:00 - 3:00PM, CAR 1275
Capturing Abstraction in Chemistry Problem Solving
Hannah Sevian, University of Massachusetts Boston

Wed. April 1, 2015 12:00 - 1:00PM, Orange 1340
It's More Than Just Statistics - Theoretical Framework in Quantitative PER Students
Lin Ding, Ohio State University

Tue. March 17, 2015 2:00 - 3:00PM, Orange 1350
Gendered Experiences: Illuminating Hidden Inequities in Biology Classrooms
Sarah Eddy, University of Washington

Wed. February 25, 2015 1:00 - 3:00PM, Booth 1480
Beyond the classroom: increase the impact of your education innovations by publishing your scholarly teaching materials
Robin Wright, University of Minnesota

Fri. January 23, 2015 11:00AM - 12:00PM, Gosnell 3365
Gendered Experiences in Physics and Astronomy: Understanding Microaggressions and Hostile Sexism
Ramon Barthelemy, Fulbright and University of Jyväskylä, Finland

2014

Wed. November 5, 2014 11:00AM - 12:00PM, CAR-1125
Exploring the alignment between workforce needs and postsecondary education: Preliminary findings from a study of the biotechnology and advanced manufacturing sectors in Wisconsin
Matthew Hora, University of Wisconsin Center for Education Research

Wed. October 15, 2014 1:00PM - 2:00PM, Gosnell 3365
Using Reflection to Promote Deep Understanding in STEM Classrooms
Dimitri Dounas-Frazer, CU-Boulder

Wed. September 10, 2014
Supporting your LA Program with Data
Leanne Wells, Florida International University

Thu. June 12, 2014 12:00PM - 1:00PM, CAR-1275
Development of a Conceptual Assessment to Gauge Student Mastery of Molecular Biology at Graduation
Brian Couch, University of Nebraska-Lincoln

Wed. April 23, 2014 10:00AM - 11:30AM, CAR-1230
Using and Developing Measurement Instruments for Discipline-Based Education Research
Vashti Sawtelle, University of Maryland

Fri. April 4, 2014
Investigating the Cognitive Mechanisms behind the Effectiveness of Guided-Discovery Learning Activities
Dawn Rickey, Colorado State University

2013

Wed. February 26, 2013 3:00PM - 4:30PM, Gosnell 2300
Designing a Course to Support Students in Building Interdisciplinary Connections
Xiufeng Liu, State University of New York at Buffalo

Thu. Novemer 21, 2013 2:30PM - 3:30PM, SLA-2220
Investigating students' understanding of matrix multiplication through aResources and Framing framework
Warren Christensen, North Dakota State University

Thu. November 7, 2013 2:30PM - 3:30PM, Gosnell 1154
Let them play ball: Transforming the science classroom with the C.R.E.A.T.E. Strategy
Kristy Kenyon, Hobart and William Smith College

Wed. September 25, 2013 1:00PM - 1:50PM, SLA-1250
Undergraduate research at the community college: Models and best practices
Jim Hewlett, Director of Biotechnology, Finger Lakes Community College

Thu. April 18, 2013 2:00PM - 3:00PM, CAR-1125
Problem-based learning in the general chemistry laboratory: Initial outcomes for students and teaching assistants
Megan Grunert, Department of Chemistry, Western Michigan University

Thu. May 2, 2013 11:00AM - 12:00PM, CAR-1125
Promoting scientific reasoning abilities in existing courses
Kathy Koenig, Department of Physics & Department of Science Education, University of Cincinnati

Tue. January 22, 2013 1:00PM - 1:50PM, Gosnell 3305
The Forgotten R's of Chemistry Education
Sam Pazicni, Department of Chemistry, University of New Hampshire

2012

Fri. December 7, 2012 12:00PM - 12:50PM, Gosnell A300
Post-Examination Retention of Knowledge in Chemistry
Jessica VandenPlas, Chemistry Department, Grand Valley State University - Allendale, MI

Wed. November 28, 2012 3:00PM - 3:50PM, GLE-3139
Seeing the Unseen: How and What Students Learn from Visualizations in Biology
Brian Rybarczyk, Director, Graduate Student Academic & Professional Development, University of North Carolina - Chapel Hill

Tue. October 9, 2012 12:00PM - 12:50PM, CAR-1275
Thinking Like a Physicist
Eleanor Sayre, Department of Physics, Kansas State University

Tue. September 4, 2012 10:00AM - 10:50AM, Gosnell 3000
Tactile Teaching Tools for Active Learning in Science
Margaret Franzen, Center for BioMolecular Modeling, Milwaukee School of Engineering

Wed. April 25, 2012 2:00PM - 3:00PM, CAR-1275
We're All Unique --- Just Like Everyone Else
Erika Offerdahl, North Dakota State University

Tue. February 21, 2012 12:00PM - 1:00PM, CAR-1275
Learning to listen: Gathering information on thinking and learning
Michael Wittmann, Department of Physics, University of Maine

Tue. February 14, 2012 12:00PM - 1:00PM, CAR-1275
The Challenges of Spreading and Sustaining Research-Based Instruction in Undergraduate Physics
Charles Henderson, Western Michigan University

Fri. January 20, 2012
Project Kaleidescope Upstate New York Regional Meeting
Bethany Bowling, Northern Kentucky University

2011

Tue. December 13, 2011 12:00PM - 1:00PM, CAR-1275
Preparing undergraduates for instructional roles: Insights from the Colorado Learning Assistant Model
Laurie Langdon, The University of Colorado-Boulder

Wed. November 16, 2011 2:00PM - 3:00PM, CAR-1275
Problematic concepts for experimental design
Nancy Pelaez, Purdue University

Wed. September 21, 2011 2:00PM - 3:00PM, CAR-2274
Eye-Tracking Climate: The role of imagery in climate change cognition
Julie Libarkin, Dept. of Geological Sciences

SMERC Team Members

Dina L. Newman
Associate Professor
Thomas Gosnell School of Life Sciences
2284 Thomas Gosnell Hall
(585) 475-4482
Thomas Kim
Associate Professor
School of Chemistry and Material Science
A161 Thomas Gosnell Hall
(585) 475-5149
Lecturer
Kate Gleason College of Engineering
3110 Institute Hall
(585) 475-4964
Scott Franklin
Director, CASTLE
Professor, School of Physics and Astronomy
2116 Carlson Building
(585) 475-2536
Dehui Hu
Lecturer
School of Physics and Astronomy
Kelly Norris Martin
Assistant Professor
School of Communication
3200 Eastman Hall
(585) 475-2142
Corey Ptak
Lecturer
Thomas Gosnell School of Life Sciences
1083 Color Science Hall
(585) 475-7061
Robert Teese
Professor of Physics
School of Physics and Astronomy
1268 Carlson Building
(585) 475-6578
Leslie Kate Wright
Associate Professor
Biotechnology and Molecular Bioscience
Thomas H. Gosnell School of Life Sciences
1340 Thomas Gosnell Hall
(585) 475-4669