S. DeChenne-Peters

Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students’ Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course

Jeffrey T. Olimpo, Ginger R. Fisher, S. DeChenne-Peters, 2016, CBE life sciences education.

Faculty Experiences during the Implementation of an Introductory Biology Course-Based Undergraduate Research Experience (CURE)

S. DeChenne-Peters, N. L. Scheuermann, 2022, CBE life sciences education.

Anatomy of STEM teaching in North American universities

S. M. Lo, M. K. Smith, R. Cole, 2018, Science.

Comparison of Student Outcomes in a Course-based Undergraduate Research Experience: Face-to-Face, Hybrid, and Online Delivery of a Biology Laboratory

S. DeChenne-Peters, S. Mateer, Geneva Demars, 2022, International Journal for the Scholarship of Teaching and Learning.

Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

Jeffrey T. Olimpo, Sue Ellen DeChenne-Peters, Lacy M. Cleveland, 2017, CBE life sciences education.

The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School

Gwen Nugent, Linlin Luo, G. Kunz, 2018, Journal of Science Teacher Education.

Case Study: Value-Added Benefit of Distance-Based Instructional Coaching on Science Teachers’ Inquiry Instruction in Rural Schools

Gwen Nugent, G. Kunz, S. DeChenne-Peters, 2018 .

Length of course-based undergraduate research experiences (CURE) impacts student learning and attitudinal outcomes: A study of the Malate dehydrogenase CUREs Community (MCC)

R. Eddy, S. DeChenne-Peters, Nicole Galport, 2023, PloS one.