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N. D. LaDue, P. M. McNeal, K. Ryker, K. St. John & K. J. van der Hoeven Kraft. (2022) Using an engagement lens to model active learning in the geosciences. Journal of Geoscience Education 70:2, pages 144-160.
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Nicole M. James, Bailey Zo Kreager & Nicole D. LaDue. (2022) Predict-observe-explain activities preserve introductory geology students’ self-efficacy. Journal of Geoscience Education 70:2, pages 238-249.
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Megan E. Schmid, Alex W. Bajcz & Nicholas J. Balster. (2021) Evaluating a novel faculty development program in teaching at a research-intensive university. Teacher Development 25:3, pages 340-365.
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Jennifer A. Roberts, Alison N. Olcott, Noah M. McLean, Gregory S. Baker & Andreas Möller. (2018) Demonstrating the impact of classroom transformation on the inequality in DFW rates (“D” or “F” grade or withdraw) for first-time freshmen, females, and underrepresented minorities through a decadal study of introductory geology courses. Journal of Geoscience Education 66:4, pages 304-318.
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Cathryn A. Manduca. (2017) Surveying the Landscape of Professional Development Research: Suggestions for New Perspectives in Design and Research. Journal of Geoscience Education 65:4, pages 416-422.
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David A. McConnell, LeeAnna Chapman, C. Douglas Czajka, Jason P. Jones, Katherine D. Ryker & Jennifer Wiggen. (2017) Instructional Utility and Learning Efficacy of Common Active Learning Strategies. Journal of Geoscience Education 65:4, pages 604-625.
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Kelsey S. Bitting, Rachel Teasdale & Katherine Ryker. (2017) Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies. Journal of Geoscience Education 65:4, pages 519-530.
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Anne E. Egger, Kim A. Kastens & Margaret K. Turrin. (2017) Sustainability, the Next Generation Science Standards, and the Education of Future Teachers. Journal of Geoscience Education 65:2, pages 168-184.
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Michael A. Pelch & David A. McConnell. (2017) How Does Adding an Emphasis on Socioscientific Issues Influence Student Attitudes About Science, Its Relevance, and Their Interpretations of Sustainability?. Journal of Geoscience Education 65:2, pages 203-214.
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Jonathan C. Hilpert & Jenefer Husman. (2017) Instructional improvement and student engagement in post-secondary engineering courses: the complexity underlying small effect sizes. Educational Psychology 37:2, pages 157-172.
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Sarah K. Fortner, Hannah H. Scherer & Martha A. Murphy. (2016) Engaging Undergraduates in Soil Sustainability Decision-Making Through an InTeGrate Module. Journal of Geoscience Education 64:4, pages 259-269.
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Jae-eun Russell, Sam Van Horne, Adam S. Ward, E. Arthur Bettis$suffix/text()$suffix/text(), Maija Sipola, Mariana Colombo & Mary K. Rocheford. (2016) Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course. Journal of Geoscience Education 64:1, pages 37-51.
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