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General highlights of various research projects conducted by the members of CWSEI and CU-SEI that have resulted in publications, poster presentations, workshops, or talks.

Below are papers related to the SEI model specifically. Click on links on the right side to explore discipline-specific publications from the SEI.

SEI Process & Model

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  S. V. Chasteen, C. E. Wieman, K. K. Perkins and W. Code, in Transforming Institutions, Purdue University Press (2015).
• Course transformation guideÌý(±·±ð·É)
  Many of our white papers are included in our self-published Course Transformation Guide, a guide for instructors interested in transforming a course, and their instruction, to use research-based principles and improve student learning.
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  Stephanie Chasteen and Katherine Perkins (CU SEI). Book Chapter, in McDaniel, M., Frey, R., Fitzpatrick, S., & Roediger, H.L. (Eds.), Integrating Cognitive Science with Innovative Teaching in STEM Disciplines. [e-reader version] (pp. 298-370)  doi: 10.7936/K7KW5CX1  
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  Erin Lane and Sara Harris (Earth, Ocean & Atmospheric Sciences, UBC)
  Journal of College Science Teaching, accepted Sept. 3, 2014, in press
• Preparing students for class: How to get 80% of students reading the textbook before class
  Cynthia Heiner (Physics, UBC), Amanda Banet (Zoology & Botany, UBC), & Carl Wieman
  American J. Physics, Vol. 82(10), pp. 989-996 (2014)
• The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science
  Carl Wieman and Sarah Gilbert (CWSEI, UBC)
  CBE-Life Sciences Education, Vol 13(3), pp. 552–569 (2014)
• Examinations That Support Collaborative Learning: The Students’ Perspective
  Georg Rieger and Cynthia Heiner (Physics & Astronomy, UBC)
  Journal of College Science Teaching, Vol. 43, No. 4, pp. 41-47 (2014)
• Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students
  Brett Gilley and Bridgette Clarkston (CWSEI, UBC)
  Journal of College Science Teaching, Vol. 43, No. 3, pp. 83-91 (2014)
• The Classroom Observation Protocol for Undergraduate STEM (COPUS): A New Instrument to Characterize University STEM Classroom Practices
  Michelle Smith (U. Maine), Francis Jones, Sarah Gilbert, & Carl Wieman (CWSEI, UBC)
  CBE-Life Sciences Education, Vol 12(4), pp. 618-627 (2013)
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  Jennifer Knight (MCDB, CU), Sarah Wise (EEB, CU), & Katelyn Southard (MCB, U. Az)
  CBE-Life Sciences Education, Vol 12(4), pp. 645-654 (2013)
• Use of research-based instructional strategies: How to avoid faculty quitting
  Carl Wieman, Louis Deslauriers, and Brett Gilley (CWSEI, UBC)
  Physical Review Special Topics - Physics Education Research, Vol. 9, 023102 (2013)
• Improving Student Attitudes about Learning Science and Student Scientific Reasoning Skills
  Douglas Duncan (Astrophysical and Planetary Sciences, CU) and Leilani Arthurs (Geological Sciences, CU)
  Astronomy Education Review, Vol. 11 (1), 010102 (2012)
• Exploring Undergraduates’ Perceptions of the Use of Active Learning Techniques in Science Lectures
  Ashley Welsh (CWSEI, UBC)
  Journal of College Science Teaching, Vol. 42, No. 2, pp. 80-87 (2012)
• Transforming the Lowest-Performing Students: An Intervention That Worked
  Louis Deslauriers, Sara Harris, Erin Lane, and Carl Wieman (CWSEI, UBC)
  Journal of College Science Teaching, Vol. 41, No. 6, pp. 80-88 (2012)
• Graduate Teaching Assistant Training That Fosters Student-Centered Instruction and Professional Development
  Thomas Pentecost, Laurie Langdon, Margaret Asirvatham, Hannah Robus, and Robert Parson (Chemistry and Biochemistry, CU)
  Journal of College Science Teaching, Vol. 41, No. 6, pp. 68-75 (2012)
• Benefits and Drawbacks of Using Multiple Instructors to Teach Single Courses
  Francis Jones and Sara Harris (Earth and Ocean Sciences, UBC)
  COLLEGE TEACHING, 60: pp. 132–139, (2012)
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  Rachel Pepper, Stephanie Chasteen, Steven Pollock, & Katherine Perkins (Physics, CU)
  2011 Physics Education Research Conference (PERC) Proceedings, Vol. 1413, pp. 291-294 (2012)
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  Steven Pollock, Rachel Pepper, Stephanie Chasteen, & Katherine Perkins (Physics, CU)
  2011 PERC Proceedings, Vol. 1413, pp. 307-310 (2012)
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  Louis Deslauriers, Ellen Schelew, Carl Wieman (Physics & Astronomy and CWSEI, UBC)
  Science, Vol. 332, no. 6031 pp. 862-864 (May 2011)
• Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions 
  Michelle Smith, Bill Wood, Ken Krauter, and Jenny Knight (MCDB, CU)
  CBE—Life Sciences Education, Vol. 10, pp. 55–63 (Spring 2011)
• How Not to Lose Your Students with Concept Maps 
  Francoise Benay Bentley, Sarah Kennedy, and Katharine Semsar (Integrative Physiology, CU)
  Journal of College Science Teaching, Vol. 41, No. 1, pp. 61-68 (2011)
• A Thoughtful Approach to Instruction: Course transformation for the rest of us 
  Stephanie Chasteen, Katherine Perkins, Paul Beale, Steven Pollock, & Carl Wieman (Physics, CU)
  Journal of College Science Teaching, Vol. 40, pp. 24-30 (2011)
• Development and Validation of Instruments to Measure Learning of Expert-Like Thinking 
  Wendy Adams and Carl Wieman (CU-SEI and CWSEI)
  International Journal of Science Education, published on: 27 October 2010 (iFirst)
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  Ashley Welsh (CWSEI and Curriculum Studies, UBC)
  Master's Thesis (October 2010)
• Transforming Science Education at Large Research Universities: A Case Study in Progress 
  Carl Wieman, Katherine Perkins and Sarah Gilbert (CU-SEI & CWSEI)
  Change, pp. 7-14 (March/April 2010)
• "At the end of my course, students should be able to..:" The benefits of creating and using effective learning goals 
  Michelle Smith (Molecular, Cellular, & Developmental Biology, CU) and Katherine Perkins (Physics, CU)
  Microbiology Australia (March 2010) 
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  Michelle Smith, William Wood, Wendy Adams, Carl Wieman, Jenny Knight, Nancy Guild, and Tin Tin Su (Molecular, Cellular, & Developmental Biology, CUSEI, CU)
  Science, Vol. 323, no. 5910 (January 2009)
• What is the Value of Course-Specific Learning Goals? 
  Beth Simon (Computer Science, UCSD) and Jared Taylor (Life Sciences, UBC)
  Journal of College Science Teaching (November/December 2009)
• Why not try a scientific approach to science education? 
  Carl Wieman (CU-SEI & CWSEI)
  Change, pp. 9-15 (September/October 2007)
• Students’ perspectives on pre-class reading assignments 
  Cynthia Heiner (Physics and Astronomy, UBC) and Amanda Banet (Zoology, UBC)
  Foundations and Frontiers of Physics Education Research: Puget Sound (June 2012)
• Transforming Science Education at a Large Research University: progress report from the Carl Wieman Science Education Initiative (CWSEI) at UBC 
  Sarah Gilbert (CWSEI, UBC)
  Plenary talk at The Western Conference on Science Education, University of Western Ontario (July 2011)
• Development of a Faculty Perceptions Survey 
  Wendy Adams (University of Colorado) and Brett Gilley (Earth & Ocean Sciences, UBC)
  American Association of Physics Teachers Summer Meeting (July 2010)