2013
ThinkAboutIt: A framework for learner-learner and learner‐expert interactions, Roger Bruning
Assessing Retention in Two Freshman Natural Resource Orientation Courses, Mark E. Burbach and Shannon Moncure
Highlights of the NSF Sponsored Introductory Biology Project (IBP) Conference, William V. Glider
Educative Supports for Teachers in Middle School Mathematics Curriculum Materials: What is Offered and How is It Expressed?, Lorraine Males
Teaching of Biology: Including ELSI Activities in the Introductory Biology Classroom, T. Jack Morris and Lisa M. PytlikZillig
Undergraduate Life Sciences Curriculum, John Osterman and Tiffany Heng-Moss
The Influence of Perception on a Developmental Transition in Spatial Working Memory, Anne R. Schutte
Tornado Knowledge and Perceptions as an Influence on Safety Actions Taken: Preliminary Results, Matthew S. Van Den Broeke
Inquiry‐based Formative Assessment for Improving Student Learning, Kathleen M. Wilson and Robert C. Calfee
2012
Beginning chemistry teachers: a longitudinal study of the triplet relationship, Krista Adams
Beginning Secondary Science Teachers’ PCK: Atomic Structure, Krista Adams
Concept Inventory Design for Determining Students’ Conceptual Understanding of Oceanography, Leilani Arthurs
The National Academy of Sciences Workshop on Assessments in Science Courses, Leilani Arthurs
Discipline‐Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering, Stacey Lowery Bretz
Preparing STEM Graduate Teaching Assistants to Teach, Sue Ellen DeChenne
NanoScience Outreach, Stephen Ducharme
Insects as Teaching Tools, Doug Golick
Developing an Introductory Statistics Course for Pre‐service Elementary Teachers, Jennifer Green
Studies on the Relationship between High School Preparation and Performance in College General Chemistry, Mark A. Griep
Summer Institute on Scientific Teaching, Steven D. Harris, Anisa Kaenjak Angeletti, and John Osterman
The History and Impact of a College‐Level Field‐Based Course on Learner and Community Development, David M. Harwood and Leilani Arthurs
ADVANCing women in STEM: why we need it, what we've learned, Mary Anne Holmes
The Unified Learning Model: How Motivational, Cognitive, and Neurobiological Sciences Inform Best Teaching Practices, Douglas Kauffman and Duane F. Shell
Web-based Assessment at UNL: Promise and Challenges, Kevin M. Lee
Improving undergraduate education through active learning spaces, T. Jack Morris
NebraskaSCIENCE, Jon E. Pedersen and Tiffany Heng-Moss
Climate Change Education – What works and why?, Frank R. Rack
Making Teaching and Learning Visible, Paul Savory
Young Children’s Understanding of Conservation Concepts, Julia Torquati
2011
Discipline-Based Education Research (DBER) Group Meeting — Monday, October 24, 2011, Leilani Arthurs
Framework for Discipline‐Based Education Research: DBER meeting starter “nugget” : Series of 6, Leilani Arthurs
Achievement Centered Education Program, Eric Malina
Peer Review Article: Facilitating Change in Undergraduate STEM Instructional Practices: An Analytic Review of the Literature, Marilyne Stains
Peer review article: Understanding Tutor Learning: Knowledge‐Building and Knowledge‐ Telling in Peer Tutors’ Explanations and Questions, Jonathan Velasco