Highlighted below are Center for Educational Assessment publications:

Nallapothula, D., Berdan Lozano, J., Han, S., Herrera, C., Whang Sayson, H., Levis-Fitzgerald, M. & Maloy, J. (Under Review – Journal of Microbiology & Biology Education). M-LoCUS: A scalable intervention enhances growth mindset and internal locus of control in undergraduate students in STEM.

Sanders O’Leary, E., Shapiro, C., Toma, S., Whang Sayson, H., Levis-Fitzgerald, M., Johnson, T. & Sork, V. L. (Under Review – International Journal of STEM Education). Creating inclusive classrooms by engaging STEM faculty in culturally responsive teaching workshops.

Liu, A., Toma, S., Levis-Fitzgerald, M., & Russell, A. A. (2020). The role of a summer field experience in fostering stem students’ socioemotional perceptions and social justice awareness as preparation for a science teaching career. Berkeley Review of Education, 9(2). (https://doi.org/10.5070/B89244648)

Choe, R. C., Scuric, Z., Eshkol, E. Cruser, S., Arndt, A., Cox, R., Toma, S. P., Shapiro, C., Levis-Fitzgerald, M., Barnes, G., & Crosbie-Watson, R. H. (2019) Student satisfaction and learning outcomes in asynchronous online lecture videos. CBE – Life Sciences Education, 18(4), ar55 (https://www.lifescied.org/doi/10.1187/cbe.18-08-0171).

Ramachandran, R., Sparck, E.M., & Levis-Fitzgerald, M. (2019). Investigating the effectiveness of using application-based science education videos in a general chemistry lecture course. Journal of Chemistry Education, 96(3), 479-485 (https://doi.org/10.1021/acs.jchemed.8b00777).

Lee, C. J., Toven-Lindsey, B., Shapiro, C., Soh, M., Mazrouee, S., Levis-Fitzgerald, M. & Sanders, E. R. (2018). Error-discovery learning boosts student engagement and performance while reducing student attrition in a bioinformatics course. CBE – Life Sciences Education, 17(3), ar40 (https://www.lifescied.org/doi/pdf/10.1187/cbe.17-04-0061).

Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., … & Levis-Fitzgerald, M. (2018). Anatomy of STEM teaching in North American universities. Science359(6383), 1468-1470. (https://doi.org/10.1126/science.aap8892)

Salomon, D., Shapiro, C., Buck, R., Pho, A., & Levis-Fitzgerald, M. (2017). Embedded peer specialists: One institution’s successful strategy to scale information literacy services. Paper presented March 2017 at the annual Association of College & Research Libraries (ACRL) conference, Baltimore, MD. (http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2017/EmbeddedPeerSpecialists.pdf)

Whang-Sayson, H., Daniel, J. C., & Russell, A. A. (2017). A Serendipitous Benefit of a Teaching-Exploration Program at a Large Public University: Creating a STEM Workforce That Supports Teachers and Public Education. Journal of College Science Teaching47(1), 24. (https://search.proquest.com/docview/1933153882?accountid=14512)

Sanders, E. R., Moberg-Parker, J., Hirsch, A. M., Lee, P. Y., Shapiro, C., Toma, S., & Levis-Fitzgerald, M. (2016) Transforming Laboratory Education in the Life Sciences. Microbe, 11(2), 69-74. (https://doi.org/10.1128/microbe.11.69.1)

Shapiro, C., Moberg-Parker, J., Toma, S., Ayon, C., Zimmerman, H., Roth-Johnson, E. A., Hancock, S. P., Levis-Fitzgerald, M. & Sanders, E. R. (2015). Comparing the impact of course-based and apprentice-based research experiences in a life science laboratory curriculum. Journal of Microbiology & Biology Education, 16(2), 186-197. (https://dx.doi.org/10.1128%2Fjmbe.v16i2.1045)

Soh, M., Roth-Johnson, L., Levis-Fitzgerald, M., Rowat, A. (2015). Interactive taste tests enhance student learning. Journal of College Science Teaching, 45(1). (http://www.jstor.org/stable/43631884)

Toven-Lindsey, B., Levis-Fitzgerald, M. Barber, P.H. & Hasson, T. (2015) Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students. CBE Life Sciences Education, 14(2), ar12. (https://doi.org/10.1187/cbe.14-05-0082)

Shapiro, C., Ayon, C., Moberg‐Parker, J., Levis‐Fitzgerald, M., & Sanders, E. R. (2013). Strategies for Using Peer‐assisted Learning Effectively in an Undergraduate Bioinformatics Course. Biochemistry and Molecular Biology Education, 41(1), 24-33. (https://doi.org/10.1002/bmb.20665)