The work of the CREATE Institute is to Innovate, Investigate, and Inform. 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.
Exploring the use of machine translation and machine grading of open-ended assessments in international comparison studies. In European Science Education Research Association Meeting.. (2015).
Exploring students' evolutionary explanations across natural, sexual, and artificial selection secenarios. In NARST 2015 Annual International Conference. presented at the 04/2015.. (2015).
Construction of rubrics to evaluate content in students' scientific explanation using computerized text analysis. In NARST 2015 Annual International Conference. NARST.. (2015).
Everyone Knows What a Histogram Is: Or Do They?. In Department of Statistics, University of Auckland, Invited Seminar.. (2015).
Changing learning by using student ideas to drive instruction. In University of Colorado, Internal Faculty Seminar.. (2015).
Changing learning by using student ideas to drive instruction. In University of Georgia, Invited Faculty Seminar.. (2015).
Designing Research-Based Learning Environments for Students and Faculty. In Department of Education and Professional Studies, Science and Technology Education Group, King's College, Invited Talk.. (2015).
Biology Central Dogma: What are the Student Learning Challenges?. In University Undergraduate Research and Arts Forum.. (2015).
Student writing reveals misconceptions in the Central Dogma of Biology. In The Mid-Michigan Symposium for Undergraduate Research Experiences.. (2015).
Using faculty learning communities to promote the development of student‐centered biology instructors. In Society for the Advancement of Biology Education Research. SABER.. (2015).
Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In CREATE for STEM Mini Conference.. (2015).
Automated Analysis of Constructed Responses (AACR): Promising approach to explore student thinking in STEM. In CREATE Postdocs Brown Bag Lunch.. (2015).
The Central Dogma of molecular biology: Investigating student challenges understanding transcription. In Society for the Advancement of Biology Education Research. SABER.. (2015).
Creation of scoring rubrics assisted by Computerized Text Analysis. In CREATE for STEM Mini Conference.. (2015).
Insights into Students’ Thinking about the Central Dogma from the Automated Analysis of Constructed Response Questions. In Society for the Advancement of Biology Education Research.. (2015).
Computerized lexical analysis of students’ written responses for diagnosing conceptual understanding of energy. In NARST 2015 Annual International Conference. presented at the 04/2015.. (2015).
A Promising Approach to Examining Student Energy Conceptions. In CREATE for STEM Mini Conference.. (2015).
Using student constructed responses to guide the development of instructional activities by cross- institutional faculty learning communities. In Gordon Research Conference on Undergraduate Biology Education Research.. (2015).
Assessing Student Writing Using Text Analysis: Understanding the Central Dogma. In Virginia Polytechnic Institute and State University, Invited Seminar.. (2015).
Assessing student ecological understanding using text analysis and machine learning. In The Ecological Society of America Annual Meeting.. (2015).