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| Item Type | Title | Subject | Author(s) | Issue Date | Access |
|---|---|---|---|---|---|
| Paper | What's downstream? A set of classroom exercises to help students understand recessive epistasis | life sciences; in-class activities | Jennifer Knight; William Wood; Michelle Smith | 2013 | Publisher |
| Paper | Concepts First, Jargon Second Improves Student Articulation of Understanding | life sciences; science communication | Lisa McDonnell; Megan Barker; Carl Wieman | 2016 | Open |
| Paper | The Benefits of Using Clickers in Small-Enrollment Seminar-Style Biology Courses | life sciences; clickers; small class | Michelle Smith; Caleb Trujillo; Tin Tin Su | 2011 | Open |
| Paper | How Can We Improve Problem Solving in Undergraduate Biology? Applying Lessons from 30 Years of Physics Education Research | life sciences; problem solving | Anne Hoskinson-Marie; Marcos Caballero; Jennifer Knight | 2013 | Open |
| Paper | Using the Genetics Concept Assessment to document persistent conceptual difficulties in undergraduate genetics courses | life sciences; student difficulties; concept test | Michelle Smith; Jennifer Knight | 2012 | Publisher |
| Paper | The Colorado Learning Attitudes about Science Survey (CLASS) for Use in Biology | life sciences; surveys; attitudes, beliefs, perceptions | Katharine Semsar; Jennifer Knight; Gulnur Birol; Michelle Smith | 2011 | Open |
| Paper | A diagnostic assessment for Introductory Molecular and Cell Biology | life sciences; diagnostic | Jia Shi; William Wood; Jennifer Martin; Nancy Guild; Quentin Vicens; Jennifer Knight | 2010 | Open |
| Paper | The Genetics Concept Assessment: a new concept inventory for gauging student understanding of genetics | life sciences; concept inventory | Michelle Smith; William Wood; Jennifer Knight | 2008 | Open |