AACR Publications

We are pleased to share with you some of our academic publications and other recent efforts to disseminate important developments and research to the broader community. Some publications may be downloadable directly from us, while others may be accessed through the Journal publisher provided in the links. Please feel free to contact the author(s) if you have specific questions about any of the work listed here.

2017

Sbeglia, G., & Nehm, R. H.. (2017). Does Evolution Acceptance Differ across Biological Scales? A Rasch Analysis of the I- SEA. In National Association for Research in Science Education (NARST) 2017 Annual International Conference.
Sieke, S., & Knight, J.. (2017). Identifying and analyzing student misconceptions about the effects of a non-coding mutation. In Society for the Advacement of Biology Education Research National Conference.
Smith, M. (2017). Using Evidence to Transform Undergraduate Teaching. In Teaching as Research National Conference.
Tornabene, R., Nehm, R. H., & Schmiemann, P.. (2017). Testing the Impact of Situational Features on Measures of Biology Students' Genetics Understanding. In National Association for Research in Science Education (NARST) 2017 Annual International Conference.
Wang, X., Colton, J., Sbeglia, G., Finch, S., & Nehm, R. H.. (2017). Longitudinal Learning Dynamics and the Conceptual Restructuring of Evolutionary Understanding. In National Association for Research in Science Education (NARST) 2017 Annual International Conference.

2016

Prevost, L. B., Smith, M. K., & Knight, J. K.. (2016). Using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma. CBE - Life Sciences Education, 15(4), pii: ar65. presented at the 12/2016. doi:10.1187/cbe.15-12-0267

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This material is based upon work supported by the National Science Foundation (DUE grants: 1438739, 1323162, 1347740, 0736952 and 1022653). Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the NSF.