2017
“Thank God I’m Mexican”: Cognitive Racial Reappraisal Strategies of Latino Engineering Students, Elvira Abrica
Social and Behavioral Science Research Support at UNL, Mindy Anderson-Knott
Knowing what students know: How question formats differ in their abilities to reveal student thinking, Brian Couch
The potential scientist’s dilemma: How the masculine framing of science shapes friendships and science job aspirations, G. Robin Gauthier, Julia McQuillan, Patricia Wonch Hill, Amy Spiegel, and Judy Diamond
Mini-Symposium: Best practices for REU programs and UNL, Mark A. Griep
A Case Study of the Variables for Women’s Success in Engineering and Computing, Arefeh Mohammadi
Self-regulated learning in engineering labs, Presentacion Rivera
Creating and Managing Successful Groups, John Sangster
Assessing Evolutionary Reasoning of Introductory Biology Students, Sarah Spier
A DBER Approach to Writing to Learn, Brian M. Waters
2016
Improving Science Student Retention: A Survey Tool to Measure First-year Students’ Likelihood to Remain at UNL, Mark E. Burbach and Shannon Moncure
Spatial Skills & Introductory Computing, Steve Cooper
Teaching and research in SCIL 101: Science and Decision-making for a Complex World, Jenny Dauer
Put Away Your Phone and Learn! How technology engages or disengages students and… When it is good that your students are confused, Douglas K. Duncan
The Scientific Teaching Practices Survey for Undergraduate STEM Courses, Mary F. Durham, Jenny K. Knight, and Brian Couch
Author Rights, Sue Ann Gardner and Paul Royster
Remember EMBeRS: Model-based Reasoning, Collaborative Teams and Much More!, David Gosselin
Benefits of using R for DBER, Jordan Harshman
Clicker use in introductory biology: Impacts on exam performance, Joanna K. Hubbard
Using Interactive Engagement Strategies to Enhance Learning in College Science Courses, Bailey Z. Kreager and Leilani Arthurs
Knowledge and tasks connecting elementary, secondary, and disciplinary mathematics, Yvonne Lai
A Case of High School Earth and Space Science Education in the Great Plains, Elizabeth Lewis and Jia Lu
Student-Teacher Affect in STEM College Course Transformation, Matthew T. Patton and Leilani Arthurs
A Retrospective on Student Learning and Acceptance of Evolutionary Science, Lawrence C. Scharmann
Collegiate Active Learning Calculus Survey (CALCS): Adapting an instrument and using results, Wendy M. Smith
Using Just-in-Time Teaching in a Flipped Undergraduate Biological Systems Engineering Course, Jeyamkondan Subbiah
Data Management, Jennifer L. Thoegersen
Enriching Student’s Online Homework Experience in Pre-Calculus Courses: Hints and Cognitive Supports, Nathan Wakefield
2015
Introduction to Educational Measurement: Cramming a semesterlong course into a one‐hour presentation, Tony Albano
Grounded Theory’s Contested Family of Methods: Historical and Contemporary Applications, Wayne A. Babchuk
Research‐driven facilitation of systems thinking with computational models in life sciences education, Heather E. Bergan-Roller, Nicholas Galt, Tomáš Helikar, and Joseph T. Dauer
The New Library: An Integrated Service Model, Lorna M. Dawes
Engaging Teenagers with Science through Comics, Judy Diamond
The Effectiveness of E‐Coaching in Rural Science Classrooms, Gwen Nugent
Understanding Student Motivation and Strategic Engagement in Computer Science and STEM Courses, Duane F. Shell and Leen-Kiat Soh
NebraskaMATH: Sharing Findings from a Statewide Partnership, Wendy M. Smith
Transforming Precalculus Instruction: Evidence-Based Course Design, Wendy M. Smith
Integrating Computational Creativity Exercises into Classes, Leen-Kiat Soh and Duane F. Shell
Climate change skeptics teach climate literacy? A content analysis of children’s books, Julie Thomas
Vehicles on the Road to Reform, Julie Thomas and Sandra B. Cooper
Measurement of Faculty’s Fidelity of Implementation of Peer Instruction following an Intensive Professional Development Workshop, Trisha Vickrey, Kaitlyn Rosploch, and Marilyne Stains
The Effects of An Early Intervention Mastery Activity in the Mathematics Department, Nathan Wakefield, Joe Champion, Doug Dailey, and Jessalyn Bolkema
Is it still science if you don’t call it ‘science’? Discovery orientation and science identity among middle school youth., Patricia Wonch Hill and Julia McQuillan
International Students in Their Own Country: Motivation of Vietnamese Graduate Students to Attend Vietnamese-German University, Christina W. Yao
2014
Interactive Usage of Demonstration Videos: An Experimental Evaluation, Ryan Anderson, Shiyuan Wang, Lisa M. PytlikZillig, and Kevin M. Lee
Learning Catalytics Workshop, Chad Brassil
The Mindful Learning Model, David W. Brooks, Guy Trainin, and Khalid Sayood
Development of an interactive water management role‐playing game as an educational tool representing the central Nebraska Platte River valley social‐economic‐ecological system, Victoria Chraibi, Nathan Rossman, Anil Giri, Noelle Hart, and Zion Schell
Systems Thinking with Biology Models, Joseph Dauer
Gaps and Opportunities: STE(A)M in Early Childhood Education, Tonia Renee Durden
The Cedar Point Experience, 40 years of field based, experiential learning, Jon Garbisch
Student Retention in STEM: Exploration of the Gender Gap, Olha Ketsman and Carolina C. Ilie
Slowly Rolling Over a Genetics Classroom, Donald Lee
The Development of a Valid and Reliable Biogeochemistry Concept Inventory, Chris Mead
Brain Science and STEM Learning, Dennis L. Molfese
Center for Brain Biology & Behavior, Dennis L. Molfese and Victoria J. Molfese
Pre‐service Teachers’ Use of Content Knowledge to Inform Formative Assessment Strategies in an Integrated Life Sciences Methods Course, Jaime Sabel and Cory Forbes
Stormwater Management Education in Nebraska: Integrating Extension, Teaching, and Research, David P. Shelton and Steven Rodie
Using Survey Methodology to Improve Surveys Related to Science and Engineering, Jolene Smyth
Data Connections RETA: DBER, Quality Improvement in Education and Statistical Modeling, Walter Stroup
Science as a Second Language, Stephanie Wessels
iContact: Digital Feedback Offered and Used (or not!) in a Clinical Graduate Course, Kathleen Wilson and Laurie A. Friedrich
Third‐grade students’ engagement with systems modeling for plant life, Laura Zangori
2013
ElemenTS: Elementary Teachers of Science – Building Collaborations between Content and Pedagogy Communities, Krista Adams and Jenny Melander
Food Safety Education for Hispanic and Native American Audiences Using the Conceptual Change Model, Julie A. Albrecht
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
An Examination of How Women and Underrepresented Racial/Ethnic Minorities Experience Barriers in Biomedical Research and Medical Programs, Devasmita Chakraverty
Steps in Conducting a Scholarly Mixed Methods Study, John W. Creswell
Transformations in Matter and Energy: Student Learning and Inquiry to Inform Teaching, Jenny Dauer
Put Your Phone Down Please: Digital Devices and Student Performance, Douglas Duncan
Learning to Teach English in Urban Schools: The Role of Bipolar Disciplinary Aims, Lauren Gatti
Highlights of the NSF Sponsored Introductory Biology Project (IBP) Conference, William V. Glider
Creating Interdisciplinary Collaborations to Support and Understand Mathematics Teaching and Learning, Ruth Heaton, Wendy M. Smith, and Traci Kutaka
UNL Life Sciences Initiative, Tiffany Heng-Moss and John Osterman
Educating Highly‐qualified Science Teachers, Elizabeth Lewis, Aaron A. Musson, and Jia Lu
Question Order Effects on a General Chemistry Concept Inventory, Travis Lund
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, Thomas 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