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Automated Analysis Provides Insights into Students’ Challenges Understanding the Processes Underlying the Flow of Genetic Information. In National Assocation for Research in Science Teaching Annual Conference. presented at the 04/2016, Baltimore, MD: NARST.. (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. (2016).
Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. Computers in Education Journal, 6, 65-81. Retrieved from https://peer.asee.org/expanding-a-national-network-for-automated-analysis-of-constructed-response-assessments-to-reveal-student-thinking-in-stem.pdf. (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).
Using faculty learning communities to promote the development of student‐centered biology instructors. In Society for the Advancement of Biology Education Research. SABER.. (2015).
Examining the impact of question surface features on students’ answers to constructed response questions in biology. In CREATE4STEM Mini Conference. Michigan State University.. (2014).