2024
- Wang, Ying, Rayne A. Sperling, and Jennelle L. Malcos. "Supporting college students’ metacognitive monitoring in a biology course through practice and timely monitoring feedback." Metacognition and Learning (2024): 1-40.
2023
- Wheeler, Lindsay B., Katerina V. Thompson, Gili Marbach-Ad, Patrick Sheehan, Jacqueline L. Bortiatynski, and Cindy Ghent. "Factors Predicting the Extent to which STEM Students Value Cross-Disciplinary Skills: A Study across Four Institutions." CBE—Life Sciences Education 22, no. 2 (2023): ar20.
2022
- Hatfield, Neil, Nathanial Brown, and Chad M. Topaz. "Do introductory courses disproportionately drive minoritized students out of STEM pathways?." PNAS nexus 1, no. 4 (2022): pgac167.
2021
- Shandera, Sarah, Jes L. Matsick, David R. Hunter, and Louis Leblond. "RASE: Modeling cumulative disadvantage due to marginalized group status in academia." Plos one 16, no. 12 (2021): e0260567.
- Leblond, Louis, and Melissa Hicks. "Designing laboratories for online instruction using the iOLab device." The Physics Teacher 59, no. 5 (2021): 351-355.
2020
- Beckman, Matthew. "Assessment and evaluation tools for the undergraduate statistics major." (2020).
- Campbell, Jacqueline M. "Learning from Worked Examples in Chemistry: A Self-Explanation Training." PhD diss., The Pennsylvania State University, 2020.
- Brown, Nathanial, Sarah Zipf, Sherry Pagoto, Molly E. Waring, Neil Hatfield, Lindsay Palmer, Katherine A. Lewis, and Deja Workman. "Emergency remote instruction in 2020: Differential impacts on science, technology, engineering, and mathematics students’ confidence and belonging, by gender, race/ethnicity, and socioeconomic status." In Frontiers in Education, vol. 7, p. 915789. Frontiers Media SA, 2022.
