Multiple-true-false questions reveal more thoroughly the complexity of student thinking than multiple-choice questions: a Bayesian item response model comparison

by Chad E. Brassil, Brian A. Couch
Published 2019-05-01

Student Buy-In Toward Formative Assessments: The Influence of Student Factors and Importance for Course Success

by Kathleen R. Brazeal, Brian A. Couch
Published 2017-05-01

A Comparison of Two Low-Stakes Methods for Administering a Program-Level Biology Concept Assessment

by Brian A. Couch, Jennifer K. Knight
Published 2015-09-01

First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

by Tanya Louise Brown, Kathleen R. Brazeal, Brian A. Couch
Published 2017-05-01

Visualizing the Invisible: A Guide to Designing, Printing, and Incorporating Dynamic 3D Molecular Models to Teach Structure–Function Relationships

by Michelle E. Howell, Karin van Dijk, Christine S. Booth, Tomáš Helikar, Brian A. Couch, Rebecca L. Roston
Published 2019-01-01

Student, instructor, and observer agreement regarding frequencies of scientific teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO)

by Mary F. Durham, Jennifer K. Knight, Emily K. Bremers, Jameson D. DeFreece, Alex R. Paine, Brian A. Couch
Published 2018-08-01

Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

by Clara L. Meaders, Lillian G. Senn, Brian A. Couch, A. Kelly Lane, Marilyne Stains, MacKenzie R. Stetzer, Erin Vinson, Michelle K. Smith
Published 2021-08-01

Benefits of a college STEM faculty development initiative: Instructors report increased and sustained implementation of research-based instructional strategies

by Mary F Durham, Oriana R Aragon, Meghan E Bathgate, Aiyana Bobrownicki, Andrew J Cavanaugh, Xinnian Chen, William M Trochim, Jonathan Waterhouse, Mark J Graham, Brian A Couch
Published 2020-07-01

Tools for Change: Measuring Student Conceptual Understanding Across Undergraduate Biology Programs Using Bio-MAPS Assessments

by Michelle K. Smith, Sara E. Brownell, Alison J. Crowe, N. G. Holmes, Jennifer K. Knight, Katharine Semsar, Mindi M. Summers, Cole Walsh, Christian D. Wright, Brian A. Couch
Published 2019-09-01

What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Mid...

by Kenneth Akiha, Kenneth Akiha, Emilie Brigham, Emilie Brigham, Brian A. Couch, Justin Lewin, Justin Lewin, Marilyne Stains, MacKenzie R. Stetzer, MacKenzie R. Stetzer, Erin L. Vinson, Erin L. Vinson, Michelle K. Smith, Michelle K. Smith
Published 2018-01-01

What Questions Are on the Minds of STEM Undergraduate Students and How Can They Be Addressed?

by Clara L. Meaders, Michelle K. Smith, Timothy Boester, Anne Bracy, Brian A. Couch, Abby G. Drake, Saima Farooq, Bashir Khoda, Cynthia Kinsland, A. Kelly Lane, Sarah E. Lindahl, William H. Livingston, Ayesha Maliwal Bundy, Amber McCormick, Anya I Morozov, Jennifer L. Newell-Caito, Katharine J. Ruskin, Mark A. Sarvary, Marilyne Stains, Justin R. St. Juliana, Stephanie R. Thomas, Cindy van Es, Erin L. Vinson, Maren N. Vitousek, Mackenzie R. Stetzer, Mackenzie R. Stetzer
Published 2021-02-01