Using Simulations and Screencasts in Online Preclass Activities to Support Student Building of Mental Models per Deborah G. Herrington, Ryan D. Sweeder

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Improving conceptual understanding of gas behavior through the use of screencasts and simulations per Brianna L. Martinez, Ryan D. Sweeder, Jessica R. VandenPlas, Deborah G. Herrington

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Beyond active learning: Using 3-Dimensional learning to create scientifically authentic, student-centered classrooms. per Melanie M Cooper, Marcos D Caballero, Justin H Carmel, Erin M Duffy, Diane Ebert-May, Cori L Fata-Hartley, Deborah G Herrington, James T Laverty, Paul C Nelson, Lynmarie A Posey, Jon R Stoltzfus, Ryan L Stowe, Ryan D Sweeder, Stuart Tessmer, Sonia M Underwood

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Systemic advantage has a meaningful relationship with grade outcomes in students’ early STEM courses at six research universities per Sarah D. Castle, W. Carson Byrd, Benjamin P. Koester, Meaghan I. Pearson, Emily Bonem, Natalia Caporale, Sonja Cwik, Kameryn Denaro, Stefano Fiorini, Yangqiuting Li, Chris Mead, Heather Rypkema, Ryan D. Sweeder, Montserrat B. Valdivia Medinaceli, Kyle M. Whitcomb, Sara E. Brownell, Chantal Levesque-Bristol, Marco Molinaro, Chandralekha Singh, Timothy A. McKay, Rebecca L. Matz

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Characterizing college science instruction: The Three-Dimensional Learning Observation Protocol. per Kinsey Bain, Lydia Bender, Paul Bergeron, Marcos D Caballero, Justin H Carmel, Erin M Duffy, Diane Ebert-May, Cori L Fata-Hartley, Deborah G Herrington, James T Laverty, Rebecca L Matz, Paul C Nelson, Lynmarie A Posey, Jon R Stoltzfus, Ryan L Stowe, Ryan D Sweeder, Stuart H Tessmer, Sonia M Underwood, Mark Urban-Lurain, Melanie M Cooper

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