Publications by Year
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.
2015
. (2015). Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In CREATE for STEM Mini Conference.
. (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). 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). A Promising Approach to Examining Student Energy Conceptions. In CREATE for STEM Mini Conference.
. (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.
Park_2015NARST_paper.pdf (1.02 MB) . (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). Assessing student biological understanding using text analysis and machine learning. . In The Gordon Research Conference on Undergraduate Biology Education Research. .
. (2015). Assessing writing about matter and energy: Comparing text analysis and machine learning. . In Society for Advancement of Biology Education Research Annual Meeting.
. (2015). Using Student Learning and Observation Data to Guide Changes in STEM Classrooms. In Dartmouth College, Invited Seminar.
. (2015). Strategies that Promote Institutional Transformations in STEM Education. In National Science Foundation.
. (2015). Moving Beyond First-Generation Biology Education Research: Using Faculty Learning Communities to Enhance Student-Centered Instruction. In Gordon Research Conference on Undergraduate Biology Education Research.
. (2015). Automated Reporting of the Lexical and Statistical Analysis of Student Constructed Responses. In CREATE for STEM Mini-Conference.
. (2015). AACR: Automated Analysis of Constructed Response Physics and Astronomy Questions. In American Association of Physics Teachers Summer Meeting.
. (2015). AACR: Probing Student Thinking with Computer Analyzed Constructed Response Questions. In American Association of Physics Teachers Summer Meeting.
. (2015). Automated analysis of constructed responses: What are we modeling?. In Society for the Advancement of Biology Education Research. SABER.
. (2015). Undergraduate biology students’ interpretations of the term ‘animal’. ()Anthrozoös, 28(3). doi:10.1080/08927936.2015.1052269