Publications

Hamdan et al. (2024). Conceptual framework for understanding empathy in physics faculty. Phys Rev PER.

Uminski et al. (2024, in review) Chromosome Confusion: Probing visual literacy skills reveals that undergraduate students struggle to understand chromosome structure and function.

Abdo et al. (2024) An Exploration of Spatial Visualization Skills: Investigating Students’ Use of 3D Models in Science Problems during Think-Aloud Interviews. J Chem Ed.

Yang et al. (2024, in review) Conflicting representations of energy and chemical bonding in chemistry and biology books: a case study of ATP hydrolysis.

Kapetenakis et al. (2024) Constructing Analogies: Developing Critical Thinking through a Collaborative Task. BAMBED.

Newman et al. (2024) Student-Generated Analogies for Learning About Information Flow. CourseSource 11.

Newman et al. (2023) Visual Literacy of Molecular Biology Revealed through a Card Sorting Task. JMBE 24:epub.

Wright et al. (2022) The DNA Landscape: Development and Application of a New Framework for Visual Communication of DNA. CBE - LSE 21:Ar47.

Goudreau Collison et al. (2022) Reformed Experimental Activities (REActivities): Gauging the Fidelity of Implementation in a Reformed Undergraduate Chemistry Laboratory. J Chem Ed 99

Wright et al. (2021) Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes. BAMBED 49

Newman et al. (2021) Punnett Squares or Protein Production? The Expert–Novice Divide for Conceptions of Genes and Gene Expression | CBE—LSE 20:ar53.

Cardinale et al. (2020) An Online Interactive Video Vignette that Helps Students Learn Key Concepts of Fermentation and Respiration | JMBE 21

Newman et al. (2020) Interactive Video Vignettes (IVVs) to help students learn genetics concepts. CourseSource.

Wright et al. (2020) Undergraduate Textbook Representations of Meiosis Neglect Essential Elements. ABT 82.

Donahue, Adair, et al. (2019) A Close-up Look at PCR. CourseSource.

Newman et al. (2018) Physical models can provide superior learning opportunities beyond the benefits of active engagements. BAMBED 46:435-444.

Wright et al. (2018). Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners. CBE-LSE 17:ar6

Wright et al. (2017) The DNA Triangle and Its Application to Learning Meiosis | CBE—LSE 16:ar50

Newman and Wright (2017). Meiosis: A Play in Three Acts Starring DNA Sequence. CourseSource Vol 04. doi: 10.24918/cs.2017.9

Newman et al. (2016) Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool | CBE—LSE 15:ar9.

For access to free interactive video vignettes (IVVs) and modules for interactive teaching (MINTs), see our website.

Other papers

Wyatt BN, Magalhães RM, Michel LV, Newman DL (2021). Development of a Faculty Learning Community to Foster Inclusive Research Mentoring. J Faculty Dev 35(2):44-49.

Terrell CR, Franzen MA, Herman T, Malapati S, Newman DL, Wright LK (2019). “Physical Models Support Active Learning as Effective Thinking Tools.” Bussey T, Cortes K, Austin R, eds. Biochemistry Education: From Theory to Practice. ACS Symposium Series Vol. 1337. ACS Publications: Washington DC. DOI: 10.1021/bk-2019-1337.ch003

Pelaez N, Anderson TR, Gardner SM, Yin Y, Abraham JK, Bartlett EL, Gormally C, Hurney C, Long TM, Newman DL, Sirum K, Stevens MT (2018). A community-building framework for collaborative research coordination across the education and biology research disciplines. CBE-Life Sci Educ. DOI: 10.1187/cbe.17-04-0060

Wright LK, Newman DL, Cardinale J, Teese R (2016). Online Interactive Video Vignettes Create a Personalized Active Learning Classroom for Introducing Big Ideas in Introductory Biology. Bioscene 42(2):32-43.

Wright LK, Fisk JN, Newman DL (2014). DNA → RNA: What do students think the arrow means? CBE-Life Sci Educ. 13(2):338-348. doi:10.1187/cbe.CBE-13-09-0188

Newman DL, Skuse GR, Carter D, Pough FH, Wright LK (2013) Lessons Learned from the First Year Implementation of a Two-Track, Reformed Introductory Biology Course. 2013 NABT Biology Education Research Symposium Proceedings. http://www.nabt.org/websites/institution/index.php?p=741

Wright LK, Zyto S, Karger DR, Newman DL (2013). Online Reading Informs Classroom Instruction and Promotes Collaborative Learning. J Coll Sci Teach. 43(2):44-53. https://mydigitalpublication.com/publication/?m=12081&i=178478&p=46&ver=html5

Wright LK, Newman DL (2013). Using PCR to target misconceptions about gene expression. J Microbiol Biol Educ.14(1):93-100. doi: 10.1128/jmbe.v14i1.539

Newman DL, Fisher LM, Ohmen J, Parody R, Frisina ST, Mapes F, Eddins DA, Frisina DR, Frisina RD, Friedman RA (2012). GRM7 variants associated with age-related hearing loss based on auditory perception. Hear Res 294:125-132. DOI: 10.1016/j.heares.2012.08.016

Newman DL, Catavero CM, Wright LK (2012). Students Fail to Transfer Knowledge of Chromosome Structure to Topics Pertaining to Cell Division. CBE Life Sci Educ, 11(4): 425-436. doi: 10.1187/cbe.12-01-0003

Wright LK, Newman DL (2011). An interactive modeling lesson increases students’ understanding of ploidy during meiosis. Biochem Mol Biol Educ, 39(5): 344-351. doi: 10.1002/bmb.20523

Newman DL, Wright LK, Sweet HC (2010). A structured undergraduate research program that trains and prepares students for post-graduate education and scientific careers. ICERI2010 Proceedings, p. 5010-5019. http://library.iated.org/publications/ICERI2010