L. Prevost

发表

Facebook as an Online Teaching Tool: Effects on Student Participation, Learning, and Overall Course Performance

Melinda S. Camus, N. Hurt, Lincoln R. Larson, 2016 .

The "Facebook" Effect: College Students' Perceptions of Online Discussions in the Age of Social Networking.

C. L. Bradley, Denise P. Domizi, Melinda S. Camus, 2012 .

Automated Analysis of Written Assessments in STEM : Methodological Issues

Kevin C. Haudek, John E. Merrill, Michelle K. Smith, 2016 .

Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices

J. Ziker, J. Skvoretz, M. Stains, 2019, International Journal of STEM Education.

Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment

L. Prevost, P. Lemons, 2016, CBE life sciences education.

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

John E. Merrill, Michelle K. Smith, J. Knight, 2018, CBE life sciences education.

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

John E. Merrill, Michelle K. Smith, J. Knight, 2017, CBE life sciences education.

Context and content of teaching conversations: exploring how to promote sharing of innovative teaching knowledge between science faculty

J. Ziker, J. Lewis, J. Skvoretz, 2022, International Journal of STEM Education.

Harnessing Data for Inclusive Ecology Education: Building Programs to Move the Discipline Toward Systemic Change

T. McKay, D. Goldberg, L. Prevost, 2021, The Bulletin of the Ecological Society of America.

Development of the Cooperative Adoption Factors Instrument to measure factors associated with instructional practice in the context of institutional change

J. Ziker, J. Lewis, J. Skvoretz, 2022, International Journal of STEM Education.

4 DEE —What's Next? Designing Instruction and Assessing Student Learning

Jennifer H. Doherty, Diane Ebert-May, L. Prevost, 2019, The Bulletin of the Ecological Society of America.

Question order and student understanding of structure and function.

L. Prevost, K. P. Carter, Kelli P Carter, 2018, Advances in physiology education.

Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development

Kevin C. Haudek, John E. Merrill, Michelle K. Smith, 2019, CBE life sciences education.

A clicker-based case study that untangles student thinking about the processes in the central dogma

Jennifer M. Martin, John E. Merrill, Michelle K. Smith, 2016 .

Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting

W. Sea, Kari O’Connell, L. Prevost, 2021, The Bulletin of the Ecological Society of America.

Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis

Mark Urban-Lurain, Luanna Prevost, Kevin C. Haudek, 2015, CBE life sciences education.

Innovative teaching knowledge stays with users

J. Ziker, J. Lewis, J. Skvoretz, 2020, Proceedings of the National Academy of Sciences.

What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

Mark Urban-Lurain, Luanna B. Prevost, Kevin C. Haudek, 2012, CBE life sciences education.

Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices

J. Ziker, J. Lewis, J. Skvoretz, 2019, International Journal of STEM Education.

Students' usability evaluation of a Web-based tutorial program for college biology problem solving

L. Prevost, H. S. Kim, Hyun Song Kim, 2015, J. Comput. Assist. Learn..

Examining student constructed explanations of thermodynamics using lexical analysis

Mark Urban-Lurain, Luanna Prevost, Kevin C. Haudek, 2012, 2012 Frontiers in Education Conference Proceedings.

Machine Learning Mixed Methods Text Analysis: An Illustration From Automated Scoring Models of Student Writing in Biology Education

Kevin C. Haudek, John E. Merrill, M. Urban-Lurain, 2023, Journal of Mixed Methods Research.

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

C. Vergara, M. Urban-Lurain, H. Campa, 2018 .

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program

C. Vergara, M. Urban-Lurain, L. Prevost, 2017, Innovative Higher Education.

Social Networks and Instructional Reform in STEM: The Teaching-Research Nexus

J. Ziker, J. Lewis, J. Skvoretz, 2023, Innovative Higher Education.

What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development?

John E. Merrill, Michelle K. Smith, J. Knight, 2017, CBE life sciences education.

Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma

Luanna B. Prevost, Jennifer K. Knight, Michelle K. Smith, 2016, CBE life sciences education.

EXPANDING A NATIONAL NETWORK FOR AUTOMATED ANALYSIS OF CONSTRUCTED RESPONSE ASSESSMENTS TO REVEAL STUDENT THINKING IN STEM

Mark Urban-Lurain, Luanna B. Prevost, Melanie M. Cooper, 2014 .

ScholarWorks ScholarWorks

Jonathan L. Brendefur, K. Thiede, L. Prevost, 2022 .