T3PN Publications
- 2019 Sato et al. Testing the test: Are exams measuring understanding? Biochemistry and Molecular Biology Education.
- 2019 Xu et al. EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students. Educational Researcher.
- 2019 Wilton et al. Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course. CBE-Life Sciences Education.
- 2020 Harlow et al. Characterizing the University of California’s tenure-track teaching position from the faculty and administrator perspectives. PLOS One.
- 2021 Denaro et al. Comparison of Cluster Analysis Methodologies for Characterization of Classroom Observation Protocol for Undergraduate STEM (COPUS) Data. CBE-Life Sciences Education.
- 2021 Williams & Sato. Constructive or Disruptive? How Active Learning Environments Shape Instructional Decision-Making. Journal of Learning Spaces.
- 2021 Wilton et al. Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program. CBE-Life Sciences Education.
- 2022 Camfield et al. Using writing in science class to understand and activate student engagement and self-efficacy. Active Learning in College Science.
This material is based upon work supported by the National Science Foundation under grant numbers DUE-1612258, DUE-1821724, and HRD-2113355. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.