SEI Research

This page highlights various research projects conducted by the members of CWSEI and CU-SEI that have resulted in publications, poster presentations, workshops, or talks.

General (SEI process & model)

  Course transformation guide (NEW).
Many of our white papers are included in our self-published Course Transformation Guide, a guide for instructors interested in transforming a course, and their instruction, to use research-based principles and improve student learning.

 

Change from Within: The Science Education Initiative
Stephanie Chasteen and Katherine Perkins (CU SEI). Book Chapter, in McDaniel, M., Frey, R., Fitzpatrick, S., & Roediger, H.L. (Eds.), Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. [e-reader version] (pp. 298-370)  doi: 10.7936/K7KW5CX1  

  A New Tool for Measuring Student Behavioral Engagement in Large University Classes
Erin Lane and Sara Harris (Earth, Ocean & Atmospheric Sciences, UBC)
Journal of College Science Teaching, accepted Sept. 3, 2014, in press
Coming Soon
  Preparing students for class: How to get 80% of students reading the textbook before class
Cynthia Heiner (Physics, UBC), Amanda Banet (Zoology & Botany, UBC), & Carl Wieman
American J. Physics, Vol. 82(10), pp. 989-996 (2014)
  The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science
Carl Wieman and Sarah Gilbert (CWSEI, UBC)
CBE-Life Sciences Education, Vol 13(3), pp. 552–569 (2014)
  Examinations That Support Collaborative Learning: The Students’ Perspective
Georg Rieger and Cynthia Heiner (Physics & Astronomy, UBC)
Journal of College Science Teaching, Vol. 43, No. 4, pp. 41-47 (2014)
  Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
Brett Gilley and Bridgette Clarkston (CWSEI, UBC)
Journal of College Science Teaching, Vol. 43, No. 3, pp. 83-91 (2014)
  The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
Michelle Smith (U. Maine), Francis Jones, Sarah Gilbert, & Carl Wieman (CWSEI, UBC)
CBE-Life Sciences Education, Vol 12(4), pp. 618-627 (2013)
  Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues
Jennifer Knight (MCDB, CU), Sarah Wise (EEB, CU), & Katelyn Southard (MCB, U. Az)
CBE-Life Sciences Education, Vol 12(4), pp. 645-654 (2013)
  Use of research-based instructional strategies: How to avoid faculty quitting
Carl Wieman, Louis Deslauriers, and Brett Gilley (CWSEI, UBC)
Physical Review Special Topics - Physics Education Research, Vol. 9, 023102 (2013)
  Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills
Douglas Duncan (Astrophysical and Planetary Sciences, CU) and Leilani Arthurs (Geological Sciences, CU)
Astronomy Education Review, Vol. 11 (1), 010102 (2012)
  Exploring Undergraduates’ Perceptions of the Use of Active Learning Techniques in Science Lectures
Ashley Welsh (CWSEI, UBC)
Journal of College Science Teaching, Vol. 42, No. 2, pp. 80-87 (2012)
  Transforming the Lowest-Performing Students: An Intervention That Worked
Louis Deslauriers, Sara Harris, Erin Lane, and Carl Wieman (CWSEI, UBC)
Journal of College Science Teaching, Vol. 41, No. 6, pp. 80-88 (2012)
  Graduate Teaching Assistant Training That Fosters Student-Centered Instruction and Professional Development
Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, Hannah Robus, and Robert Parson (Chemistry and Biochemistry, CU)
Journal of College Science Teaching, Vol. 41, No. 6, pp. 68-75 (2012)
  Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses
Francis Jones and Sara Harris (Earth and Ocean Sciences, UBC)
COLLEGE TEACHING, 60: pp. 132–139, (2012)
  Facilitating Faculty Conversations: Development of Consensus Learning Goals
Rachel Pepper, Stephanie Chasteen, Steven Pollock, & Katherine Perkins (Physics, CU)
2011 Physics Education Research Conference (PERC) Proceedings, Vol. 1413, pp. 291-294 (2012)
  Multiple roles of assessment in upper-division physics course reforms
Steven Pollock, Rachel Pepper, Stephanie Chasteen, & Katherine Perkins (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 307-310 (2012)
  Improved Learning in a Large Enrollment Physics Class
Louis Deslauriers, Ellen Schelew, Carl Wieman (Physics & Astronomy and CWSEI, UBC)
Science, Vol. 332, no. 6031 pp. 862-864 (May 2011)
  Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions
Michelle Smith, Bill Wood, Ken Krauter, and Jenny Knight (MCDB, CU)
CBE—Life Sciences Education, Vol. 10, pp. 55–63 (Spring 2011)
  How Not to Lose Your Students with Concept Maps
Francoise Benay Bentley, Sarah Kennedy, and Katharine Semsar (Integrative Physiology, CU)
Journal of College Science Teaching, Vol. 41, No. 1, pp. 61-68 (2011)
  A Thoughtful Approach to Instruction: Course transformation for the rest of us
Stephanie Chasteen, Katherine Perkins, Paul Beale, Steven Pollock, & Carl Wieman (Physics, CU)
Journal of College Science Teaching, Vol. 40, pp. 24-30 (2011)
  Development and Validation of Instruments to Measure Learning of Expert-Like Thinking
Wendy Adams and Carl Wieman (CU-SEI and CWSEI)
International Journal of Science Education, published on: 27 October 2010 (iFirst)

 

Considering the Student Perspective: Factors that Undergraduates Perceive as Influential to their Academic Performance in Science
Ashley Welsh (CWSEI and Curriculum Studies, UBC)
Master's Thesis (October 2010)

 

To view full text

selections
  Transforming Science Education at Large Research Universities: A Case Study in Progress
Carl Wieman, Katherine Perkins and Sarah Gilbert (CU-SEI & CWSEI)
Change, pp. 7-14 (March/April 2010)

  "At the end of my course, students should be able to..:" The benefits of creating and using effective learning goals
Michelle Smith (Molecular, Cellular, & Developmental Biology, CU) and
Katherine Perkins (Physics, CU)
Microbiology Australia (March 2010)
  Why peer discussion improves student performance on in-class concept questions
Michelle Smith, William Wood, Wendy Adams, Carl Wieman, Jenny Knight, Nancy Guild, and Tin Tin Su (Molecular, Cellular, & Developmental Biology, CUSEI, CU)
Science, Vol. 323, no. 5910 (January 2009)
  What is the Value of Course-Specific Learning Goals?
Beth Simon (Computer Science, UCSD) and Jared Taylor (Life Sciences, UBC)
Journal of College Science Teaching (November/December 2009)
  Why not try a scientific approach to science education?
Carl Wieman (CU-SEI & CWSEI)
Change, pp. 9-15 (September/October 2007)

Students’ perspectives on pre-class reading assignments
Cynthia Heiner (Physics and Astronomy, UBC) and Amanda Banet (Zoology, UBC)
Foundations and Frontiers of Physics Education Research: Puget Sound (June 2012)
Transforming Science Education at a Large Research University: progress report from the Carl Wieman Science Education Initiative (CWSEI) at UBC
Sarah Gilbert (CWSEI, UBC)
Plenary talk at The Western Conference on Science Education, University of Western Ontario (July 2011)
Development of a Faculty Perceptions Survey
Wendy Adams (University of Colorado) and Brett Gilley (Earth & Ocean Sciences, UBC)
American Association of Physics Teachers Summer Meeting (July 2010)

Back to top

Chemistry

  A Process for Developing Introductory Science Laboratory Learning Goals To Enhance Student Learning and Instructional Alignment
Jennifer Duis, Laurel Schafer, Sophia Nussbaum, and Jaclyn Stewart (Chemistry, UBC)
J. of Chemical Education, Vol. 90, No. 9, pp 1144–1150 (2013)
  Graduate Teaching Assistant Training That Fosters Student-Centered Instruction and Professional Development
Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, Hannah Robus, and Robert Parson (Chemistry and Biochemistry, CU)
Journal of College Science Teaching, Vol. 41, No. 6, pp. 68-75 (2012)
The use of cognitive task analysis to inform the development of a laboratory course in chemistry
Kerry Knox (Chemistry, UBC)
Variety in Chemistry Education & Physics Higher Education Conference, University of Durham (August 2014)
Development of a Concept Inventory for Measuring Learning Gains in Analytical Chemistry
Jane Maxwell (Chemistry, UBC)
CSC 97th Canadian Chemistry Conference, Vancouver, BC (June 2014)
Students as key stakeholders: Exploring undergraduates' perceptions of teaching and learning in an introductory organic chemistry course
Ashley Welsh (Curriculum & Pedagogy, UBC) & Jackie Stewart (Chemistry, UBC)
Society for Teaching and Learning in Higher Education Conference, Kingston, ON (June 2014)

Back to top

Computer Science

  Misconceptions and concept inventory questions for binary search trees and hash tables
Kuba Karpierz and Steven Wolfman (Computer Science, UBC)
Proceedings of the 45th ACM technical symposium on Computer science education (SIGCSE '14), pp. 109-114 (2014)
  Effective closed labs in early CS courses: lessons from eight terms of action research
Elizabeth Patitsas and Steven Wolfman (Computer Science, UBC)
Proceedings of the 43rd ACM technical symposium on Computer Science Education (SIGCSE '12), pp. 637-642 (2012)
  Circuits and logic in the lab: toward a coherent picture of computation
Elizabeth Patitsas, Kimberly Voll, Mark Crowley, & Steven Wolfman (Computer Science, UBC)
Proceedings of the 15th Western Canadian Conference on Computing Education (WCCCE '10), Article No. 7 (2010)
  Pedagogical transformations in the UBC CS science education initiative
Donald Acton, Kimberly Voll, Steven Wolfman, & Benjamin Yu (Computer Science, UBC)
Proceedings of the 14th Western Canadian Conference on Computing Education (WCCCE '09), pp. 3-8 (2009)

Back to top

Geology/Ocean Sciences

  A New Tool for Measuring Student Behavioral Engagement in Large University Classes
Erin Lane and Sara Harris (Earth, Ocean & Atmospheric Sciences, UBC)
Journal of College Science Teaching, accepted Sept. 3, 2014, in press
Coming Soon
  Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
Brett Gilley (Earth, Ocean & Atmospheric Sciences, UBC) and Bridgette Clarkston (Life Sciences, UBC)
Journal of College Science Teaching, Vol. 43, No. 3, pp. 83-91 (2014)
  Measuring Student Knowledge of Landscapes and Their Formation Timespans
Alison Jolley, Francis Jones, Sara Harris (Earth, Ocean & Atmospheric Sciences, UBC)
Journal of Geoscience Education, Vol. 61, pp. 240–251 (2013)
  Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses
Francis Jones and Sara Harris (Earth and Ocean Sciences, UBC)
College Teaching, 60: pp. 132–139, (2012)
  SPESS: A New Instrument For Measuring Student Perceptions In Earth and Ocean Science
Alison Jolley, Erin Lane, Ben Kennedy, Tom-Pierre Frappé (Earth and Ocean Sciences, UBC)
Journal of Geoscience Education, Vol. 60, pp. 83–91 (2012)
  Successful Curriculum Development and Evaluation of Group Work in an Introductory Mineralogy Laboratory
Jacqueline Dohaney, Erik Brogt, and Ben Kennedy (Earth and Ocean Sciences, UBC)
Journal of Geoscience Education, Vol. 60, pp. 21-33 (2012)
  Industry Input Contributes to Geology Curriculum Review
Francis Jones (Earth and Ocean Sciences, UBC)
Innovation, March/April 2012, pp. 16-17
  Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills
Douglas Duncan (Astrophysical and Planetary Sciences, CU) and Leilani Arthurs (Geological Sciences, CU)
Astronomy Education Review, Vol. 11 (1), 010102 (2012)
  What College-Level Students Think: Student Cognitive Models of Geoscience Concepts, Their Alternate Conceptions, and Their Learning Difficulties
Leilani Arthurs (Geological Sciences, CU)
GSA Special Papers, Vol. 474, pp. 135-152 (2011)
  A Qualitative Methods Approach to Developing an Introductory Oceanography Concept Inventory Survey
Leilani Arthurs and T. Marchitto (Geological Sciences, CU)
GSA Special Papers, Vol. 474, pp. 97-111 (2011)
  Performance on the Geologic Spatial Visualization Survey: A Comparison Between Junior and Senior Undergraduate Students
Carrie Wong (Earth and Ocean Sciences, UBC)
Undergraduate Thesis (2011)
  Identifying Landscapes and their Formation Timescales: Comparing Knowledge and Confidence of Beginner and Advanced Geoscience Undergraduate Students
Alison Jolley (Earth and Ocean Sciences, UBC)
Undergraduate Thesis (2010)
  Understanding Geological Time: A Proposed Assessment Mechanism for Beginner and Advanced Geology Students at UBC
Jamil Rhajiak (Earth and Ocean Sciences, UBC)
Undergraduate Thesis (2009)

Coupled collaborative in-class activities and individual follow-up homework promote interactive engagement and improve student learning outcomes in a college-level Environmental Geology course
Leilani Arthurs and Alexis Templeton (Geological Sciences, CU)
Journal of Geoscience Education, Vol. 57, no. 5, pp. 356-371 (November 2009)
  Expanding the Use of Classroom Response Systems (CRS): CRS Integration with In-Class Group Activities in Large Classrooms
Leilani Arthurs (Geological Sciences, CU)
Inaugural Conference on Classroom Response Systems: Innovations and Best Practices, Conference Proceedings (November 2008)
Comparing Student, Instructor and Observer Data to Assess a 7-Year Department-wide Education Initiative
Francis Jones, Sara Harris, & Brett Gilley (EOAS, UBC)
International Improving University Teaching conference, Vancouver BC (July 2014)
Videos for Supporting Faculty Adoption of Research Based Instructional Strategies in science courses
Francis Jones (EOAS, UBC) & Tom Scott (CTLT, UBC)
International Improving University Teaching conference, Vancouver BC (July 2014)
Improving and Assessing Research, Design and Reporting Skills of STEM Students
Francis Jones, Geidy Baldeon, & Erik Eberhardt (EOAS, UBC)
University of Calgary Conf. on Postsecondary Learning & Teaching (May 2014)
Measuring University students’ understanding of the greenhouse effect – a comparison of multiple-choice, short answer and concept sketch assessment tools with respect to students’ mental models
Anne Gold (CIRES, CU) & Sara Harris (EOAS, UBC)
American Geophysical Union Fall Meeting, San Francisco, CA (Dec 2013)
Student Mental Models of the Greenhouse Effect: Retention Months After Interventions
Sara Harris (EOAS, UBC) & Anne Gold (CIRES, CU)
American Geophysical Union Fall Meeting, San Francisco, CA (Dec 2013)
University students’ mental models of the greenhouse effect: A comparison of two learning activities in moving students toward expert thinking
Sara Harris (EOAS, UBC) & Anne Gold (CIRES, CU)
Geological Society of America (GSA) Annual Meeting, Denver, CO (Oct 2013)
Changing the Teaching Culture in a Large Research Oriented Department
Brett Gilley, Francis Jones, Sara Harris (Earth, Ocean & Atmospheric Sciences, UBC)
Geological Society of America (GSA) Annual Meeting, Denver, CO (Oct 2013)
Fossils, Facies and Geologic Time; Active Learning Yields More Expert-Like Thinking in a Large Class for Senior Science Students
Stuart Sutherland & Francis Jones (Earth, Ocean and Atmospheric Sciences, UBC)
American Geophysical Union (AGU) Meeting, San Francisco, CA (December 2012)
“Invention” Activities in an Introductory Lab: Minerals, Rocks, Biodiversity, & Earthquakes
Sara Harris & Brett Gilley (Earth and Ocean Sciences, UBC)
Geological Society of America (GSA) Annual Meeting, Minneapolis, MN (October 2011)
Teaching, learning and assessing scientific skills early in an undergraduate degree
Francis Jones (Earth and Ocean Sciences, UBC)
Western Conference on Science Education, U. Western Ontario (July 2011)
Measuring novices’ field mapping abilities using an in-class exercise based on expert task analysis
Joshua Caulkins (Earth and Ocean Sciences, UBC)
American Geophysical Union (AGU) Annual Meeting, San Francisco, CA (December 2010)
Geologic Expertise and Field Mapping: Lessons From a 3rd Year Undergraduate Field School
Joshua Caulkins (Earth and Ocean Sciences, UBC)
Geological Society of America (GSA) Annual Meeting, Denver, CO (November 2010)
Landscape Identification and Formation: The Development of a Test to measure Student Knowledge and Confidence
Alison Jolley (Earth and Ocean Sciences, UBC)
Western Inter-University Geosciences Conference (January 2010)


CU’s Dept of Geological Sciences – Science Education Initiative Project (GEOL-SEI): A five-year plan to introduce and support an evidence-based and scientific approach to teaching
Leilani Arthurs and David Budd (Geological Sciences, CU)
American Geophysical Union Annual Conference (December 2009)
A New Tool for Investigating Undergraduate Attitudes about Earth Science
Alison Jolley and Erin Lane (Earth and Ocean Sciences, UBC)
Geological Society of America (GSA) Annual Meeting, Portland, OR (October 2009)
Development and Implementation of an In-Field Assessment Protocol for an Introductory Geologic Field Course
Mary Lou Bevier and Joshua Caulkins (Earth and Ocean Sciences, UBC)
Geological Society of America (GSA) Annual Meeting, Portland, OR (October 2009)
Clickers: can a simple technology increase student engagement in the classroom?
Erin Lane (Earth and Ocean Sciences, UBC)
International Conference on Information Communication Technologies in Education (ICICTE), Corfu, Greece (July 2009)
How "clicker" technology affects students' voting behavior and attitudes.
Andrea Bair (Geological Sciences, CU)
Science Education Initiative End of Year Event (2009)
Quantifying student behavioral engagement based on teaching practices in a large class - Awarded "Best Poster"
Erin Lane and Sara Harris (Earth and Ocean Sciences, UBC)
Improving University Teaching (IUT) 34th International Conference, Vancouver, BC (July 2009)
Development of an Introductory Oceanography Concept Inventory Survey
Leilani Arthurs and Thomas Marchitto (Geological Sciences, CU)
American Geophysical Union Annual Conference (December 2008)
Engaging non-science students in large classes
Sara Harris (Earth and Ocean Sciences, UBC)
American Geophysical Union Conference (December 2008)
Improving Metacognitive Skills of 2nd year Environmental Science Students: What to Measure?
Francis Jones, Sara Harris, and Douw Steyn (Earth and Ocean Sciences, UBC)
Workshop on the Role of Metacognition in Teaching Geoscience at Carleton College (November 2008)
Measuring Student Gains in an Introductory Geoscience Lab
Brett Gilley and Sara Harris (Earth and Ocean Sciences, UBC)
Geological Society of America Annual Meeting, Houston (October 2008)

Back to top

Life Sciences

  Scientific Teaching: Defining a taxonomy of observable practices.
Brian A. Couch, T. L. Brown, T.J. Schelpat, M. J. Graham, J.K. Knight (MCDB, CU).
CBE Life Sciences Education, in review.
 
  The Molecular Biology Capstone Assessment: A concept assessment for upper-division molecular biology students.
Brian A. Couch, Bill W. Wood, Jenny K. Knight (MCDB, CU).
CBE Life Sciences Education, in review.
 
  Preparing students for class: How to get 80% of students reading the textbook before class
Cynthia Heiner (Physics, UBC), Amanda Banet (Zoology & Botany, UBC), & Carl Wieman
American J. Physics, Vol. 82(10), pp. 989-996 (2014)
  Keys to a Successful Student-Centered Classroom: Three Recommendations
Anne-Marie Hoskinson (MSU), Nichole Barger & Andrew P. Martin (EBIO, CU)
Bulletin of the Ecological Society of America, Vol. 95, pp. 281–292 (2014)
  Understanding Clicker Discussions: Student Reasoning and the Impact of Instructional Cues
Jennifer Knight (MCDB, CU), Sarah Wise (EEB, CU), & Katelyn Southard (MCDB, U. Az)
CBE-Life Sciences Education, Vol 12(4), pp. 645-654 (2013)
  What's Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
Jenny Knight & Bill Wood (MCDB, CU), Michelle Smith (Biology & Ecology, U. Maine)
J Microbiol Biol Educ., Vol. 14(2), pp. 197-205 (2013)
  How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research
A.-M. Hoskinson (EEB, CU), M. Caballero (Physics, CU), & J. Knight (MCDB, CU)
CBE-Life Sciences Education, Vol 12(2), pp. 153-161 (2013)
  Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations
L. Prevost (MSU), J. Knight (MCDB, CU), M. Smith (U. Maine), M. Urban-Lurain (MSU)
Proceedings of the National Association for Research in Science Teaching (NARST) annual conference, Rio Grande, Puerto Rico (2013)
  Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses
Michelle Smith (Biology & Ecology, U. Maine) & Jenny Knight (MCDB, CU)
Genetics, Vol. 191(1), pp. 21-32 (2012)
  The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class
William Wood (MCDB, CU) & Kimberly Tanner (SEPAL, SF State U)
CBE-Life Sciences Education, Vol 11(1), pp. 3-9 (2012)
  The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology
Kate Semsar (Integrative Physiology, CU), Jenny Knight & Michelle Smith (Molecular, Cellular, & Developmental Biology, CU), & Gülnur Birol (Life Sciences & Skylight, UBC)
CBE—Life Sciences Education, Vol. 10, pp. 268–278 (2011)
  Revealing Student Thinking About Experimental Design and The Roles of Control Experiments
Jia Shi, J. Power, & M. Klymkowsky (Molecular, Cellular, & Developmental Biology, CU)
International Journal for the Scholarship of Teaching and Learning, Vol. 5, No. 2 (2011)
  How Not to Lose Your Students with Concept Maps
Francoise Benay Bentley, Sarah Kennedy, & Katharine Semsar (Integrative Physiology, CU)
Journal of College Science Teaching, Vol. 41, No. 1, pp. 61-68 (2011)
  The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses
Michelle K. Smith, Caleb Trujillo, and Tin Tin Su (Molecular, Cellular, & Developmental Biology, CU)
CBE—Life Sciences Education, Vol. 10, pp. 14–17 (2011)
  Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions
Michelle Smith, Bill Wood, Ken Krauter, and Jenny Knight (Molecular, Cellular, & Developmental Biology, CU)
CBE—Life Sciences Education, Vol. 10, pp. 55–63 (Spring 2011)
  Using Invention to Change How Students Tackle Problems*
Jared L. Taylor, Karen M. Smith, Adrian P. van Stolk, and George Spiegelman
(Life Sciences, UBC)
CBE—Life Sciences Education (Winter 2010)
*Selected for inclusion in the 2010 Highlights issue of the CBE Life Sciences Education
  A diagnostic assessment for Introductory Molecular and Cell Biology
Jia Shi, Bill Wood, J. Martin, N. Guild, Q. Vicens, and Jenny Knight (Molecular, Cellular, & Developmental Biology, CU)
CBE—Life Sciences Education, Vol. 9, pp. 453-461 (2010)
  A Report on the Implementation of the Blooming Biology Tool: Aligning Course Learning Outcomes with Assessments and Promoting Consistency in a Large Multi-Section First-Year Biology Course
Angie O'Neill, Gülnur Birol, and Carol Pollock (Life Sciences, UBC)
The Canadian Journal for the Scholarship of Teaching and Learning (2010)
  Biology concept assessment tools: design and use
Jenny Knight (Molecular, Cellular, & Developmental Biology, CU)
Microbiology Australia 31, 1 (2010)
  "At the end of my course, students should be able to..:" The benefits of creating and using effective learning goals
Michelle Smith (Molecular, Cellular, & Developmental Biology, CU) and
Katherine Perkins (Physics, CU)
Microbiology Australia (March 2010)
  Different but equal? How non-majors and majors approach and learn genetics
Jenny Knight and Michelle Smith (Molecular, Cellular, & Developmental Biology, CU)
CBE - Life Sciences Education (Spring 2010)
  Innovations in teaching undergraduate biology, and why we need them
Bill Wood (Molecular, Cellular, & Developmental Biology, CU)
Ann. Rev. Cell & Devel. Biol. 25, pp. 93-112 (2009)
  What is the Value of Course-Specific Learning Goals?
Beth Simon (Computer Science, UCSD) and Jared Taylor (Life Sciences, UBC)
Journal of College Science Teaching (November/December 2009)
  Why peer discussion improves student performance on in-class concept questions
Michelle Smith, William Wood, Wendy Adams, Carl Wieman, Jenny Knight, Nancy Guild, and Tin Tin Su (Molecular, Cellular, & Developmental Biology, CUSEI, CU)
Science, Vol. 323, no. 5910 (January 2009)
  The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics
Michelle Smith, William Wood, and Jenny Knight (Molecular, Cellular, & Developmental Biology, CU)
CBE - Life Sciences Education, Vol. 7 (Winter 2008)
  Teaching More by Lecturing Less
Jenny Knight and Bill Wood (Molecular, Cellular and Developmental Biology, CU)
Cell Biology Education, Vol. 4, pp. 298–310 (2005)
Concept first, jargon second: An assessment of the influence of technical vocabulary on conceptual learning
Megan Barker & Lisa McDonnell (LS-CWSEI, UBC), & Carl Wieman (Stanford)
Society for the Advancement of Biology Education Research (SABER) National Meeting: Twin Cities, Minnesota (July 2014)
Student-Centered Active Learning Curriculum in Evolutionary Biology
Sarah Seiter, Sarah Wise, Nolan Kane, Andrew Martin (Ecology & Evol. Biology, CU)
Evolution conference (2014)
Profile of common genetics misconceptions in 1st to 4th year undergraduate biology students
Pam Kalas & Lisa McDonnell (Zoology, UBC)
Society for the Advancement of Biology Education Research (SABER) National Meeting: Minneapolis, Minnesota (July 2013)
Exam over, knowledge gone? Retention of conceptual and procedural knowledge in genetics
Lisa McDonnell & Pam Kalas (Zoology, UBC)
The Western Conference on Science Education: London, Ontario (July 2013), and Society for the Advancement of Biology Education Research (SABER) National Meeting: Minneapolis, Minnesota (July 2013)
Students’ perspectives on pre-class reading assignments
Cynthia Heiner (Physics and Astronomy, UBC) and Amanda Banet (Zoology, UBC)
Foundations and Frontiers of Physics Education Research: Puget Sound (June 2012)
Bio-Invention Activities for Small Group Learning
Jared L. Taylor, Karen M. Smith, and George B. Spiegelman (Life Sciences, UBC)
American Society for Microbiology, Conference for Undergraduate Educators, Fort Collins, Colorado (May 2009)
Implementation of a First Year Biology Learning Group Pilot Study
Karen M. Smith, Tamara L.J. Kelly, Gülnur Birol, and George B. Spiegelman (Life Sciences, UBC)
ISSOTL 2008, Edmonton, Alberta (October 2008)

Back to top

Mathematics

  Teaching methods comparison in a large calculus class
Warren Code, Costanza Piccolo, David Kohler, & Mark MacLean (Mathematics, UBC)
ZDM, Vol. 46(4), pp. 589–601 (2014)
  Development and Analysis of a Basic Proof Skills Test
Sandra Merchant & Andrew Rechnitzer (Mathematics, UBC)
Proceedings of the 16th Annual Conference on Research in Undergraduate Mathematics Education, Vol. 2, pp. 585-589 (2013)

Back to top

Physics & Astronomy

General physics & astronomy  
  Invention Activities: A Path to Expertise
James Day & Doug Bonn (Physics & Astronomy, UBC), Wendy Adams (U. Northern Colorado), Carl Wieman & Daniel Schwartz (Stanford)
Physics in Canada, Special Issue on Physics Education Research, 70 (2), in press (2014)
Coming soon
  Participating in the Physics Lab: Does Gender Matter?
Natasha Holmes, Ido Roll, and Doug Bonn (Physics & Astronomy, UBC)
Physics in Canada, Special Issue on Physics Education Research, 70 (2), in press (2014)
Coming soon
  A “flipped” approach to large-scale first-year labs
Georg Rieger, M. Sitwell, Jim Carolan, & Ido Roll (Physics & Astronomy, UBC)
Physics in Canada, Special Issue on Physics Education Research, 70 (2), in press (2014)
Coming soon
  Preparing students for class: How to get 80% of students reading the textbook before class
Cynthia Heiner (Physics, UBC), Amanda Banet (Zoology & Botany, UBC), & Carl Wieman
American J. Physics, Vol. 82(10), pp. 989-996 (2014)
  Interactions between teaching assistants and students boost engagement in physics labs
Jared Stang & Ido Roll (Physics & Astronomy, UBC)
Physical Review Special Topics -Physics Education Research, 10, 020117 (2014)
  Not a magic bullet: the effect of scaffolding on knowledge and attitudes in online simulations
Ido Roll, Adriana Briseno, Nikki Yee, & Ashley Welsh (UBC)
Proceedings of the International Conference of the Learning Sciences, in press (2014)
  The usefulness of log based clustering in a complex simulation environment
Samad Kardan, Ido Roll, & Cristina Conati (UBC)
Proceedings of the International Conference on Intelligent Tutoring Systems, in press (2014)
  Examinations That Support Collaborative Learning: The Students’ Perspective
Georg Rieger and Cynthia Heiner (Physics & Astronomy, UBC)
Journal of College Science Teaching, Vol. 43, No. 4, pp. 41-47 (2014)
  Physics Exams that Promote Collaborative Learning
Carl Wieman, Georg Rieger, and Cynthia Heiner (Physics & Astronomy, UBC)
The Physics Teacher, 52, pp. 51-53 (January 2014)

Finding Evidence of Transfer with Invention Activities: Teaching the Concept of Weighted Average
James Day, Natasha Holmes, Ido Roll, and Doug Bonn (Physics & Astronomy, UBC)
2013 PERC Proceedings, pp. 117-120 (2014)
Physics Education Research Conference (PERC), Portland, OR, July 2013

Doing Science Or Doing A Lab? Engaging Students With Scientific Reasoning During Physics Lab Experiments
Natasha Holmes and Doug Bonn (Physics & Astronomy, UBC)
2013 PERC Proceedings, pp. 185-188 (2014)
Physics Education Research Conference (PERC), Portland, OR, July 2013
  Making the failure more productive: scaffolding the invention process to improve inquiry behaviors and outcomes in invention activities
Natasha Holmes, James Day, Anthony Park, Doug Bonn, and Ido Roll (Physics & Astronomy, UBC)
Instructional Science, Vol. 42, No. 4, pp. 523-538 (2014; pub online Nov 2013)
  Evaluating metacognitive scaffolding in guided invention activities
Ido Roll, Natasha Holmes, James Day, & Doug Bonn (Physics & Astronomy, UBC)
Instructional Science, Vol. 40, pp. 691-710 (2012)
  Exploring the Solar System with a Human Orrery
Peter Newbury (Physics & Astronomy, UBC)
The Physics Teacher (December 2010)
To view a video of this activity, click HERE.
  Teaching Standard Deviation by Building from Student Invention
James Day, Hiroko Nakahara, and Doug Bonn (Physics & Astronomy, UBC)
The Physics Teacher, 48 (November 2010)
  Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills
Douglas Duncan (Astrophysical and Planetary Sciences, CU) and Leilani Arthurs (Geological Sciences, CU)
Astronomy Education Review, Vol. 11 (1), 010102 (2012)
  Development of the Concise Data Processing Assessment
James Day and Doug Bonn (Physics & Astronomy, UBC)
Physical Review Special Topics - Physics Education Research, Vol. 7, 010114 (2011)
  Improved Learning in a Large Enrollment Physics Class
Louis Deslauriers, Ellen Schelew, and Carl Wieman (Physics & Astronomy and CWSEI, UBC)
Science, Vol. 332, no. 6031 pp. 862-864 (May 2011)
  Learning And Retention of Quantum Concepts with Different Teaching Methods
Louis Deslauriers and Carl Wieman (Physics & Astronomy, UBC)
Physical Review Special Topics - Physics Education Research, Vol. 7, 010101 (2011)
General upper-division  
  Developing Tutorials for Advanced Physics Students: Processes and Lessons Learned
Charles Baily, Michael Dubson, & Steven Pollock (Physics, CU)
2013 PERC Proceedings, pp. 61-64 (2014)
  Analytic framework for students’ use of mathematics in upper-division physics
Bethany Wilcox, Marcos Caballero, Daniel Rehn, & Steven Pollock (Physics, CU)
Physical Review Special Topics - Physics Education Research, 9, 020119 (2013)
  ACER: A Framework on the use of mathematics in upper-division physics,"
Marcos D. Caballero, Bethany Wilcox, Rachel Pepper and Steven Pollock (Physics, CU),
PERC Proceedings 2012, AIP Press (2012).
  Student Perspectives on Using Clickers in Upper-division Physics Courses
Katherine K. Perkins and Chandra Turpen (Physics, CU)
PERC Proceedings 2009, AIP Press (2009)
  Facilitating Faculty Conversations: Development of Consensus Learning Goals
Rachel Pepper, Stephanie Chasteen, Steven Pollock, & Katherine Perkins (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 291-294 (2012)
  Multiple roles of assessment in upper-division physics course reforms
Steven Pollock, Rachel Pepper, Stephanie Chasteen, & Katherine Perkins (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 307-310 (2012)
  The use of concept tests and peer instruction in upper-division physics
Steven Pollock, Stephanie Chasteen, Michael Dubson, Katherine Perkins
2010 PERC Proceedings, AIP Press
  Who Becomes a Physics Major? A Long-term Longitudinal Study Examining the Roles of Pre-college Beliefs about Physics and Learning Physics, Interest, and Academic Achievement
Kathy Perkins and Mindy Gratny (Physics, CU)
2010 PERC Proceedings, AIP Press (Best Paper Award)
Advanced Laboratory  
  Incorporating learning goals about modeling into an upper-division physics laboratory experiment
Benjamin Zwickl, Noah Finkelstein, & Heather Lewandowski (Physics, CU)
American J. Physics, Vol. 82(9), pp. 876-882 (2014)
  Transforming the advanced lab: Part I - Learning goals
Benjamin Zwickl, Noah Finkelstein, & Heather Lewandowski (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 391-394 (2012)
Sophomore Math Methods / Classical Mechanics  
  Assessing Student Learning in Middle-Division Classical Mechanics/Math Methods
Marcos Caballero and Steve Pollock (Physics, CU)
2013 PERC Proceedings, pp. 81-84 (2014)
  A model for incorporating computation without changing the course: An example from middle-division classical mechanics
Marcos Caballero & Steven Pollock (Physics, CU)
American J. Physics, Vol. 82(3), pp. 231-237 (2014)
  Issues and Progress in Transforming a Middle-division Classical Mechanics/Math Methods Course
Steven Pollock, Rachel Pepper, & Alysia Marino (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 303-306 (2012)
Junior Quantum Mechanics  
  Constructing a Multiple-choice Assessment for Upper-division Quantum Physics from an Open-ended Tool
Homeyra Sadaghiani, John Miller, Steven Pollock, & Daniel Rehn (Physics, CU)
2013 PERC Proceedings, pp. 319-322 (2014)
  Faculty Disagreement about the Teaching of Quantum Mechanics
Mike Dubson, Steve Goldhaber, Steve Pollock, and Kathy Perkins (Physics, CU)
2009 PERC Proceedings, AIP Press
  Transforming Upper-Division Quantum Mechanics: Learning Goals and Assessment
Steve Goldhaber, Steven Pollock, Mike Dubson, Paul Beale, and Katherine Perkins (Physics, CU)
PERC Proceedings 2009, AIP Press (2009)
Junior Electricity & Magnetism  
  Multiple-choice Assessment for Upper-division Electricity and Magnetism
Bethany Wilcox & Steven Pollock (Physics, CU)
2013 PERC Proceedings, pp. 365-368 (2014)
  Upper-division student understanding of Coulomb's law: Difficulties with continuous charge distributions
Bethany Wilcox, Marcos Caballero, Rachel Pepper, & Steven Pollock (Physics, CU)
2012 PERC Proceedings, Vol. 1513, pp. 418-421 (2013)
  Research-Based Course Materials and Assessments for Upper-Division Electrodynamics (E&M II)
Charles Baily, Michael Dubson, & Steven Pollock (Physics, CU)
2012 PERC Proceedings, Vol. 1513, pp. 54-57 (2013)
  Thinking like a physicist: A multi-semester case study of junior-level electricity and magnetism
Stephanie Chasteen, Steven Pollock, Rachel Pepper, & Katherine Perkins (Physics, CU)
American J. Physics, Vol. 80, p. 923 (2012)
  Transforming the junior level: Outcomes from instruction and research in E&M
Stephanie Chasteen, Steven Pollock, Rachel Pepper, & Katherine Perkins (Physics, CU)
Physical Review Special Topics - Physics Education Research, 8, 020107 (2012)
  Colorado Upper-Division Electrostatics diagnostic: A conceptual assessment for the junior level
Stephanie Chasteen, Rachel Pepper, Marcos Caballero, Steven Pollock, & Katherine Perkins (Physics, CU)
Physical Review Special Topics - Physics Education Research, 8, 020108 (2012)
  Observations on student difficulties with mathematics in upper-division electricity and magnetism
Rachel Pepper, Stephanie Chasteen, Steven Pollock, & Katherine Perkins (Physics, CU)
Physical Review Special Topics - Physics Education Research, Vol. 8, 010111 (2012)
  But Does It Last? Sustaining a Research-Based Curriculum in Upper-Division Electricity & Magnetism
Stephanie Chasteen, Rachel Pepper, Steven Pollock, Katherine Perkins (Physics, CU)
2011 Physics Education Research Conference (PERC) Proceedings, Vol. 1413, pp. 139-142 (2012)
  Teasing out the effect of tutorials via multiple regression
Stephanie Chasteen (Physics, CU)
2011 PERC Proceedings, Vol. 1413, pp. 143-146 (2012)
  A Thoughtful Approach to Instruction: Course transformation for the rest of us
Stephanie Chasteen, Katherine Perkins, Paul Beale, Steven Pollock, & Carl Wieman (Physics, CU)
Journal of College Science Teaching, Vol. 40, pp. 24-30 (2011)
  Upper-Division Students' Difficulties With Ampere's Law
Colin Wallace and Stephanie Chasteen (Physics, CU)
Physical Review Special Topics - Physics Education Research, Vol. 6, 020115 (2010)
  Our best juniors still struggle with Gauss’s Law: Characterizing their difficulties
Rachel Pepper, Stephanie Chasteen, Steven Pollock, & Katherine Perkins (Physics, CU)
2010 PERC Proceedings, AIP Press


Tapping into Juniors’ Understanding of E&M: The Colorado Upper-Division Electrostatics (CUE) Diagnostic
Stephanie V. Chasteen and Steven J. Pollock (Physics, CU)
PERC Proceedings 2009, AIP Press (2009)
Physics Education Research Conference 2009, Ann Arbor, MI (July 2009)
  A Research-Based Approach to Assessing Student Learning Issues in Upper-Division Electricity & Magnetism
Stephanie V. Chasteen and Steven J. Pollock (Physics, CU)
PERC Proceedings 2009, AIP Press (2009)
  Longer term impacts of transformed courses on student conceptual understanding of E&M
Steven J. Pollock and Stephanie V. Chasteen (Physics, CU)
PERC Proceedings 2009, AIP Press (2009)


Transforming Upper-Division Electricity and Magnetism
Stephanie V. Chasteen and Steven J. Pollock (Physics, CU)
PERC Proceedings 2008, AIP Press (2008)
Posters and talks  
The Impact of Targeted Learning Goals on Student Attitudes about Experimental Physics
Natasha Holmes, Joss Ives, and Doug Bonn (Physics & Astronomy, UBC)
Physics Education Research Conference (PERC), Minneapolis, MN, July 2014
Students’ perspectives on pre-class reading assignments
Cynthia Heiner (Physics and Astronomy, UBC) and Amanda Banet (Zoology, UBC)
Foundations and Frontiers of Physics Education Research: Puget Sound (June 2012)
The Role of Metacognition in Learning and Strategies for Developing Student Metacognition: ASTRO 101 as a test‐bed for implementation and assessment
Leilani Arthurs (Geological Sciences, CU) and
Douglas Duncan (Astrophysical and Planetary Sciences, CU)
Geological Society of America Annual Conference (October 2009)
Clickers in Upper Division Courses
Stephanie Chasteen, Kathy Perkins, Steve Pollock, & Mike Dubson (Physics, CU)
AAPT Winter Meeting, Chicago (February 2009)
For a complete listing of workshops & talks on clickers & relevant files, click HERE
Does Taking an Introductory Astronomy Course Increase Student Understanding of the Nature of Science?
Douglas Duncan (Astrophysical and Planetary Sciences, CU)
and Leilani Arthurs (Geological Sciences, CU)
American Astronomy Society Conference (January 2009)

Back to top

Statistics

  Statistics Clicks: Using Clickers in Introductory Statistics Courses
Bruce Dunham (Statistics, UBC)
Prepared for a panel discussion at the 34th International Conference on Improving University Teaching (IUT) at Simon Fraser University (2009).

Back to top