Alison J Crowe

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BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies.

Alexa W Clemmons, Jerry Timbrook, Jon C Herron, 2020, CBE life sciences education.

The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences

Sarah L. Eddy, Benjamin L. Wiggins, Alison J Crowe, 2017 .

Phys-MAPS: a programmatic physiology assessment for introductory and advanced undergraduates.

Alison J Crowe, Michelle K. Smith, S. Brownell, 2019, Advances in physiology education.

How Students Think about Experimental Design: Novel Conceptions Revealed by in-Class Activities

Scott Freeman, Mary Pat Wenderoth, Sara E. Brownell, 2014 .

ASPECT: A Survey to Assess Student Perspective of Engagement in an Active-Learning Classroom

Sarah L. Eddy, Benjamin L. Wiggins, Alison J Crowe, 2017, CBE life sciences education.

How should we teach tree-thinking? An experimental test of two hypotheses

Scott Freeman, Mary Pat Wenderoth, Sarah L. Eddy, 2013, Evolution: Education and Outreach.

Student perception of group dynamics predicts individual performance: Comfort and equity matter

Sarah L. Eddy, Benjamin L. Wiggins, Alison J Crowe, 2017, PloS one.

EcoEvo-MAPS: An Ecology and Evolution Assessment for Introductory through Advanced Undergraduates

Alison J Crowe, Michelle K. Smith, S. Brownell, 2018, CBE life sciences education.

GenBio-MAPS: A Programmatic Assessment to Measure Student Understanding of Vision and Change Core Concepts across General Biology Programs

Alison J Crowe, Michelle K. Smith, S. Brownell, 2019, CBE life sciences education.

BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

Alison J Crowe, Jerry Timbrook, J. C. Herron, 2020, bioRxiv.

Biology in bloom: implementing Bloom's Taxonomy to enhance student learning in biology.

Alison Crowe, Clarissa Dirks, Mary Pat Wenderoth, 2008, CBE life sciences education.

Resources for Teaching and Assessing the Vision and Change Biology Core Concepts

Alison J Crowe, Michelle K. Smith, S. Brownell, 2020, CBE life sciences education.

Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments

Alison J Crowe, Michelle K. Smith, N. Holmes, 2019, Journal of microbiology & biology education.

BioCore Guide: A Tool for Interpreting the Core Concepts of Vision and Change for Biology Majors

Scott Freeman, Mary Pat Wenderoth, Sara E. Brownell, 2014, CBE life sciences education.

Using the Intended–Enacted–Experienced Curriculum Model to Map the Vision and Change Core Competencies in Undergraduate Biology Programs and Courses

Alison J Crowe, E. Theobald, D. Donovan, 2022, CBE life sciences education.

Likes attract: Students self-sort in a classroom by gender, demography, and academic characteristics

Alison J Crowe, S. Freeman, M. Wenderoth, 2017 .

Males Under-Estimate Academic Performance of Their Female Peers in Undergraduate Biology Classrooms

Sarah L. Eddy, Benjamin L. Wiggins, Alison J Crowe, 2016, PloS one.

How should we teach tree-thinking? An experimental test of two hypotheses

Sarah L. Eddy, Alison J Crowe, S. Freeman, 2013, Evolution: Education and Outreach.

Women learn more from local than global examples of the biological impacts of climate change

Elinore J. Theobald, Alison J Crowe, J. HilleRisLambers, 2015 .

Impact of automated response systems on in‐class cell phone use

Jennifer H. Doherty, Alison J Crowe, Justine S. Liepkalns, 2019, Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology.