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These are the main papers I will be using as the basis for my research work.  A few had to be obtained via intra-library loan, but most are available via PubMed, ERIC, or Google Scholar.


Allen D and Tanner K. 2005. Approaches to biology teaching and learning: From a scholarly approach to teaching to the scholarship of teaching. Cell Biology Education 4(1):1-6

Allen D and Tanner K. 2003. Approaches to cell biology teaching: Learning content in context--problem-based learning. Cell Biology Education 2(2):73-81.

Bestelmeyer SV, Elser MM, Spellman KV, Sparrow EB, Haan-Amato S, Keener A. 2015. Collaboration, interdisciplinary thinking, and communication: New approaches to K--12 ecology education. Frontiers in Ecology & the Environment 13(1):37-43

Blatt EN. 2015. An investigation of the goals for an environmental science course: Teacher and student perspectives. Environmental Education Research 21(5):710-33.

Bowne DR, et al. 2011. Transforming ecological science at primarily undergraduate institutions through collaborative networks. Bioscience (5):386

Bradley SG. 1965. On training of undergraduate majors. Bioscience 15(5):p. 389.

Brewer CA. 2004. Near real-time assessment of student learning and understanding in biology courses. Bioscience (11):1034

Brewer CA and Gross LJ. 2003. Training ecologists to think with uncertainty in mind. Ecology 84(6):1412-4.

Clark IE, Romero-Calderón R, Olson JM, Jaworski L, Lopatto D, Banerjee U. 2009. "Deconstructing" scientific research: A practical and scalable pedagogical tool to provide evidence-based science instruction. PLoS Biology 7(12):1-4.

Croft PJ and Ha J. 2014. The undergraduate 'consulting classroom': Field, research, and practicum experiences. Bull Am Meteorol Soc 95(10):1603-12.

DRESNER M, DE RIVERA ,CATHERINE, FUCCILLO KK, CHANG H. 2014. Improving higher-order thinking and knowledge retention in environmental science teaching. Bioscience 64(1):40-8.

Fortuin KPJ, Van Koppen, C. S. A. (KRIS), Leemans R. 2011. The value of conceptual models in coping with complexity and interdisciplinarity in environmental sciences education. Bioscience 61(10):802-14.

Genc M. 2015. The project-based learning approach in environmental education. International Research in Geographical & Environmental Education 24(2):105-17.

Harrison M, Dunbar D, Ratmansky L, Boyd K, Lopatto D. 2011. Classroom-based science research at the introductory level: Changes in career choices and attitude. CBE - Life Sciences Education 10(3):279-86.

Hill KM, Brözel VS, Heiberger GA. 2014. Examining the delivery modes of metacognitive awareness and active reading lessons in a college nonmajors introductory biology course | hill | journal of microbiology & biology education Journal of Microbiology and Biology Education 15(1)(May 2014):5-12.

Hoskins SG, Stevens LM, Nehm RH. 2007. Selective use of the primary literature transforms the classroom into a virtual laboratory. Genetics (3):1381.

Kazempour M and Amirshokoohi A. 2013. Reforming an undergraduate environmental science course for nonscience majors. Journal of College Science Teaching 43(2):54-9.

Kazempour M and Amirshokoohi A. 2013. Reforming an undergraduate environmental science course for nonscience majors. Journal of College Science Teaching 43(2):54-9.

Kober N. 2015. Reaching students: What research says about effective instruction in undergraduate science and engineering | the national academies press ed. Washington, D.C. USA: National Academies Press.

Kroll AJ. 2007. Integrating professional skills in wildlife student education. The Journal of Wildlife Management 71(1):226-30

Lopatto D. 2007. Undergraduate research experiences support science career decisions and active learning. CBE - Life Sciences Education 6(4):297-306

Martello R, Brabander D, Gambill I. 2014. Paradigms, predictions, and joules: A transdisciplinary, project-based course approach to sustainability. Council on Undergraduate Research Quarterly (1):20

Martinez-Alier J, Healy H, Temper L, Walter M, Rodriguez-Labajos B, Gerber J, Conde M. 2011. Between science and activism: Learning and teaching ecological economics with environmental justice organisations. Local Environ 16(1):17-36.

McWilliam E and Dawson S. 2008. Teaching for creativity: Towards sustainable and replicable pedagogical practice. Higher Education 56(6):633-43.

McWilliam E, Poronnik P, Taylor PG. 2008. Re-designing science pedagogy: Reversing the flight from science. Journal of Science Education and Technology 17(3):226-35.

N. Thompson Hobbs and Ogle K. 2011. Introducing data—model assimilation to students of ecology. Ecol Appl 21(5):1537-45.

Richards SM, Adsit KI, Ford DM. 2012. Integrating inquiry-based field investigations into an environmental science curriculum. J Tenn Acad Sci 87(2):105-15.

Sadler TD and McKinney L. 2010. Scientific research for undergraduate students: A review of the literature. Journal of College Science Teaching 39(5):43-90

Shaffer CD, Alvarez CJ, Bednarski AE, Dunbar D, Goodman AL, Reinke C, Rosenwald AG, Wolyniak MJ, Bailey C, Barnard D, et al. 2014. A course-based research experience: How benefits change with increased investment in instructional time. CBE - Life Sciences Education 13(1):111-30.

Smith M, Polglase G, Parry C. 2012. Construction of student groups using belbin: Supporting group work in environmental management. Journal of Geography in Higher Education 36(4):585-601.

Stanton JD, Neider XN, Gallegos IJ, Clark NC. 2015. Differences in metacognitive regulation in introductory biology students: When prompts are not enough CBE Life Sciences Eductation 14(7/21/2015):1-12.

Taffs KH and Holt JI. 2013. Investigating student use and value of e-learning resources to develop academic writing within the discipline of environmental science. Journal of Geography in Higher Education 37(4):500-14.

Tanner K and Allen D. 2005. Approaches to biology teaching and learning: Understanding the wrong answers--teaching toward conceptual change. Cell Biology Education 4(2):112-7SoTL, pedagogy, teaching research,.

Tanner K and Allen D. 2004. Approaches to biology teaching and learning: Learning styles and the problem of instructional selection--engaging all students in science courses. Cell Biology Education 3(4):197-201

Tanner KD. 2010. Order matters: Using the 5E model to align teaching with how people learn. CBE Life Sci Educ 9(3):159-64.

Yarden A. 2009. Reading scientific texts: Adapting primary literature for promoting scientific literacy. Research in Science Education 39(3):307.

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