Allen, C.D. 2011. Concept mapping validates fieldwork's capacity to deepen students'
cognitive linkages of complex processes. Research in Geographic Education, 13(2):
forthcoming (first place in the Grosvenor Center for Geographic Education's "Early
Career Scholar" competition, published 2012).
Allen, C.D., T.J. Thompson, and M.K. Hansen. 2013. Using music to learn
geomorphology: An undergraduate experience. Geographical Bulletin: forthcoming.
Anthamatten, P. , B. Wee, and E. Korris. 2012. Exploring children's perceptions of play
using visual methodologies. Health Education Journal, DOI:10.1177/0017896912443119
Centitas, S., L. Si, Y.P. Xin, D. Zhang, J.Y. Park, and R. Tzur. 2010. A joint probabilistic
classification model of relevant and irrelevant sentences in mathematical word problems.
Journal of Educational Data Mining, 2(1): 83-101.
Culpepper, S., C. Basile, C. Ferguson, and J. Lanning. 2010. Understanding the transition
between high school and college mathematics and science. The High School Journal, The
University of North Carolina at Chapel Hill Press.
D'Avanzo, C., C.W. Anderson, L.M. Hartley, and N. Paleaz. 2012. A faculty development
model for transforming introductory biology and ecology courses. BioScience, 62: 416-
Doherty, J., C. Harris, and L. Hartley. 2011. Using stream leaf packs to explore community
assembly. Teaching Issues and Experiments in Ecology.
Hartley, L.M., B.J. Wilke, J.W. Schramm, C.A. Anderson, and C. D'Avanzo. 2011. College
students' understanding of the carbon cycle: contrasting principle-based and informal
reasoning. Bioscience, 61: 65-75.
Hartley, L.M., J. Momsen, A. Maskiewicz, and C. D'Avanzo. In Press. Energy and matter:
Differences in discourse can be confusing for introductory biology students. BioScience,
Jin, X., and R. Tzur. 2010. Non-traditional use of 'math-as-human-endeavour': Two Chinese
middle school teachers' attempts to inspire students' curiosity. Proceedings of the 8th
Annual Hawaii International Conference on Education, pp. 3581-3588. Honolulu, HI:
Johnson, H.L. In press. Participant research statement. In L. Hatfield (Ed.), Proceedings
of the invitational Planning Conference for WISDOMe, Wyoming Institute for the Study
and Development of Mathematical Education. Laramie, WY.
Johnson, H.L. 2010. Investigating the fundamental theorem of calculus. Mathematics
Teacher, 103(6): 430-435.
Johnson, H.L. 2010. Making sense of rate of change: Examining students' reasoning about
changing quantities. In P. Brosnan, Erchick, D., & Flevares, L. (Eds.), Proceedings of the
XXXII meeting of the International Group for the Psychology of Mathematics Education
North American Chapter (p. 879). Columbus, OH.
Kimbrough, D.R., and A. Chick-Jensen. 2010. Using the melamine contamination of foods
to enhance the chemistry classroom. J. Chem. Educ., 87: 496.
Martin-Hansen, L., A. Puvirajah, G. Verma. 2012. Creating a pipeline to STEM careers
through service learning: The AFT program. In R. E. Yager (Ed), Exemplary Science
Careers in Science and Technology. Arlington, VA: NSTA Press.
McClintock, E., R. Tzur, Y.P. Xin, and L. Si. 2011. Engendering multiplicative reasoning in
students with learning disabilities in mathematics: Sam's computer-assisted transition to
anticipatory unit differentiation-and-selection. In L.R. Wiest and T.D. Lamberg (Eds.),
Proceedings of the 33rd annual meeting of the North American chapter of the
International Group for Psychology of Mathematics Education (pp. 164-172). Reno, NV:
University of Nevada, Reno.
Murphy, K., T. Holme, A. Zenisky, H. Caruthers and Karen Knaus. 2012. "Building the ACS
exams anchoring concept map for undergraduate chemistry." Journal of Chemical
Education, 89(6), 715-720.
Puvirajah, A., G. Verma, and P. Webb. 2012. Examining the mediation of power in a
collaborative community: Engaging in informal science as authentic practice. Cultural
Studies of Science Education. 7, 375-408. DOI: 10.1007/s11422-012-9394-2.
Ruiz-Primo, M.A. 2011. Informal Formative Assessment: The Role of Instructional
Dialogues in Assessing Students' Learning. Special Issue in Assessment for Learning
Studies of Educational Evaluation, 37(1): 15-24.
Ruiz-Primo, M.A., D.C. Briggs, H.I. Iverson, R.M. Talbot, and L. Shepard. 2011. Impact
of undergraduate science course innovations on learning. Science, 331(6022): 1269-
Ruiz-Primo, M.A., E. Furtak, Y. Yin, C. Ayala, and R.J. Shavelson. 2010. On the impact of
formative assessment on student science learning and motivation. In G.J. Cizek and P.
Andrade (Eds.), Hanbook of formative assessment (pp. 139-158). New York, NY:
Routledge. Taylor and Francis Group.
Ruiz-Primo, M.A. and M. Li. 2012. Examining formative feedback in the classroom context:
New research perspectives. In J.H. McMillan (Ed.), Handbook on research on classroom
assessment (pp. 215-232). Los Angeles: SAGE Publications.
Ruiz-Primo, M.A., M. Li, K. Wills, M. Giamellaro, M-C. Lan, H. Mason, D. Sands. 2012.
Developing and evaluating instructionally sensitive assessments in science. Journal of
Research in Science Teaching, 49(6): 691-712.
Ruiz-Primo, M.A., M. Li, S. Tsai, and J. Schneider. 2010. Testing one premise of scientific
inquiry in science classrooms: A study that examines students' scientific explanations.
Journal of Research in Science Teaching. 47(5): 583-608.
Simon, G., B. Wee, A. Chin, H. Mason, A. DePierre et al. Submitted 2012. Synthesis for
the interdisciplinary environmental sciences: Integrating systems approaches and
service learning. Journal of College Science Teaching.
Tang M., H. Kim, K. Knaus. 2012. "eLmaps: An educational software application based
on principles of cognitive science." International Journal of Technology, Knowledge and
Society. Champaign, IL: Common Ground Publishing. In Press.
Tang M. and K. Knaus. 2012. "Efficient Learning Maps (eLms): A Cloud Mapping
Engine to Improve the Thinking and Study Skills of High School and College Students in
STEM Disciplines." In T. Amiel & B. Wilson (Eds.), Proceedings of World Conference on
Education Multimedia, Hypermedia and Telecommunications 2012 (pp. 471-479).
Chesapeake, VA: AACE.
Talbot, R.M. 2012. An item-level approach to measuring change with the force and
motion conceptual evaluation: Application of item response theory. Manuscript accepted
Talbot, R.M. 2011. Embedding content into an instrument designed to measure science
and mathematics teachers' strategic knowledge: A challenge for validity. Paper published
in the proceedings of the International Conference on Mathematics, Science and
Tinker Sachs, G., P. Junor Clarke, K. Kinuthia, E. McGrail, and G. Verma. 2011. Disclosure,
dialogue and coming of age in the academy. In S. Robbins, F. Smith Frederica, and S.
Santini (Eds.), Bridging cultures: International Women Faculty Transforming the US
Academy (80-101). University Press of America.
Torbert, S., U. Vishkin, R. Tzur, and D.J. Ellison. 2010. Is teaching parallel algorithmic
thinking to high school students possible? One teacher's experience. SIGCSE'10.
Milwaukee, WI: ACM 978-1-60558-885-8/10/03.
Tzur, R. Accepted for publication. Brain-mind theory-driven task design. To appear in E.
Kelly, S. Jensen, and J. Baek, (Eds.), NeuroMathEducation. Cambridge, MA: Cambridge
Tzur, R. 2011. Can dual processing theories of thinking inform conceptual learning in
mathematics? The Mathematics Enthusiast, 8(3): 597-636.
Tzur, R. 2011. Want teaching to matter? Theorize it with learning... Proceedings of the
Fourth Conference on Research in Mathematics Education MEI 4 (pp. 50-70). St. Patrick
College: Dublin, Ireland.
Tzur, R. 2010. How and what might teachers learn through teaching mathematics:
Contributions to closing an unspoken gap. In R. Leikin and R. Zazkis (Eds.), Learning
Through Teaching Mathematics: Development of Teachers' Knowledge and Expertise in
Practice, pp. 49-67. New York: Springer.
Tzur, R. 2010. How may conceptual learning in mathematics benefit from dual processing
theories of thinking? In P. Brosnan, D.B. Erchick, and L. Flevares (Eds.), Proceedings of
the 32nd annual meeting of the North American Chapter of the International Group for
the Psychology of Mathematics Education (vol. 6, pp. 21-32). Columbus, OH: The Ohio
Tzur, R., D. Cordes, and X. Jin. 2012. Elaborating a brain-mind model of reflective
abstraction: Task design for whole number and fraction schemes. Paper presented at the
42nd Annual Meeting of the Jean Piaget Society: Rethinking Cognitive Development.
Tzur, R., H. Johnson, E. McClintock, and R. Risley. 2012. Culturallly-Mathematically
Relevant Pedagogy (CMRP): Fostering urban English language learners' multiplicative
reasoning. Proceedings of the 34th annual meeting of the North American Chapter of the
International Group for the Psychology of Mathematics Education (pp. 829-836).
Tzur, R., H. Johnson, E. McClintock, Y.P. Xin, L. Si, R. Kenney, et al. 2012. Children's
development of multiplicative reasoning: A schemes and tasks framework. In T.-Y. Tso
(Ed.), Proceedings of the 36th conference of the International Group for the Psychology
of Mathematics Education (vol. 4, pp. 155-162). Taipei, Taiwan: National Taiwan Normal
Tzur, R., H.L. Johnson, E. McClintock, R.H. Kenney, Y.P. Xin, L. Si, J. Woodward, C. Hord,
X. Jin. In Press. Distinguishing schemes and tasks in children's development of
multiplicative reasoning. PNA.
Tzur, R., M.A. Lambert. 2011. Intermediate participatory stages of Zone of Proximal
Development correlate in constructing counting-on: A plausible conceptual source for
children's 'regress' to counting-all. Journal for Research in Mathematics Education, 42
Tzur, R., Y.P. Xin, L. Si, R. Kenney, and A. Guebert. 2010. Students with learning
disabilities in math are left behind in multiplicative reasoning? Number as abstract
composite unit is a likely "culprit." Education Resources Information Center (ERIC)
Verma, G. 2012. Review of STEM the Tide: Reforming Science, Technology, Engineering,
and Math Education in America. Teachers College Record, Date Published: July 12, 2012.
http://www.tcrecord.org, ID Number: 16822.
Verma, G., A. Puvirajah, and P. Webb. 2011. Examining discourse in a high school robotics
club. In S. Chunawala & M. Kharatmal (Eds.). Proceedings of epiSTEME 4 -- International
Conference to Review Research on Science, Technology and Mathematics Education.
Mumbai, India. p. 309-313. India: Macmillan.
Wee, B. 2012. A cross-cultural exploration of children's connections to the environment in
the U.S. and Singapore: Implications for geography educators. Research in Geographic
Education, 34 (4), 609-627.
Wee, B. 2010. Realizing the child's perspective: An exploration of young children's
environmental ideas. Saarbrücken, Germany: Lambert Academic Publishing.
Wee, B., H. Mason, J. Abdilla and R. Hogden. Submitted 2012. Are U.S. green schools
engaged in environmental education? A national survey of green school practices.
Journal of Environmental Education.
Allen, C.D. 2011-2012. Enhancing Student Learning through Field-Based Experiential
Education. Sole Principal Investigator. Faculty Development Grant, Center for Faculty
Development at UCD. $10,000.
Allen, C.D. 2010-2012. The Rock Art Research Program: Continuing RASI at Petrified
Forest National Park, Arizona. Principal Investigator. Rocky Mountains-Cooperative
Ecosystems Study Unit (CESU) grant in collaboration with Petrified Forest National Park
to establish a field school focusing on rock art management via weathering. The funding
for this project goes entirely to students. $12,329.
Allen, C.D. 2009-2012. Collaborative Research: Using the Rock Art Stability Index to
Engage Community College Students in Field-Based Interdisciplinary Research.
Co-Principal Investigator (with Niccole Cerveny, Mesa Community College and Ronald I.
Dorn, ASU). Phase I National Science Foundation CCLI grant. $199,939 ($15,666 to
Benson, G., J. Leavey, M. Lin, A. Puvirajah, K. Demir, G. Verma, and L. Martin-Hansen.
2009-2014. Impacting Metro Atlanta Science Teaching (I-MAST). 20% effort as Co-
Principal Investigator. National Science Foundation. $899,949.
Hartley, L., L.P. Bruederle, D. Kimbrough, and Robert Talbot. 2011.Developing a
Learning Assistants Program to Promote Learning in Large Introductory Science
Courses. University of Colorado Denver (CLAS ACT). $3,500.
Hartley, L.M. 2012. Bringing a Field Station to the Classroom. Co-Principal Investigator.
National Science Foundation (Course, Curriculum and Laboratory Improvement).
Hartley, L.M. 2012. The Effect of a Learning Assistant Program on Undergraduate Science
Teaching and Learning and Science Teacher Recruitment. Co-Principal Investigator.
University of Colorado Denver, College of Liberal Arts and Sciences. $9,670.
Hartley, L.M. 2012. Targeted Partnership: Culturally Relevant Ecology, Learning
Progressions and Environmental Literacy. Co-leader of one of three research
strands. National Science Foundation (Math Science Partnership). $12,498,243.
Hartley, L.M. 2010. Do You See What I see? How Standard Representations Used in
Introductory Biology Instruction Communicate Biological Information. Co-Principal
Investigator. Catalytic mini grant, American Institute for Biological Sciences and
University of Oklahoma. $2,000.
Hartley, L.M. 2010. Identifying Differences in Discourse and Teaching about Matter and
Energy in Biology, Chemistry, and Physics Courses, and the Challenges this Poses for
Learners of Biology. Principal Investigator. Catalytic mini grant, American Institute for
Biological Sciences and University of Oklahoma. $2,000.
Hartley, L.M. 2009. Collaborative Research: Improving General Biology Teaching with
Diagnostic Question Clusters and Active Teaching. Senior Researcher. National Science
Foundation (Course, Curriculum and Laboratory Improvement). $293,169.
Kimbrough, D.R., L.P. Bruederle, L. Hartley, R.M. Talbot, and B.S. Wee. 2011-2016.
NSF Robert Noyce Teacher Scholarship Program. Promoting Undergraduate Licensure in
Science Education (PULSE). National Science Foundation. $1,199,996.
Knaus, Karen. Using Molecular Models to Enhance Teaching and Learning in Chemistry.
CLAS (College of Liberal Arts & Sciences), capital equipment fund. University of Colorado
Leonard, J. and G. Verma. 2012-2014. Dinosaurs, Denver, and Climate Change (D2C2): An
ECO-Opportunity Project. National Science Foundation. $149,928.
Ruiz-Primo, M.A. 2011-2013. Examining Formative Assessment Practices for English
Language Learners in Science Classrooms. Collaborative proposal, Principal
Investigator. National Science Foundation, DRK12. Award ID: DRL-1118876. $199,953.
Ruiz-Primo, M.A. 2010-2014. Developing and Evaluating Measures of Formative
Assessment Practices. Principal Investigator with Co-Principal Investigator Deanna
Sands. Institute of Education Sciences, Cognitive and Student Learning. Award ID:
Ruiz-Primo, M.A. 2008-2012, one year no cost extension. Building a Methodology for
Developing and Evaluation Instructionally Sensitive Assessments. Principal Investigator
with Co-Principal Investigator Min Li. National Science Foundation, DRK12. Award ID:
Ruiz-Primo, M.A. 2008-2011, one year no cost extension. Identifying Critical
Characteristics of Effective Feedback Practices in Science and Mathematics Education.
Principal Investigator Min Li, University of Washington; Co-Principal Investigators Maria
Araceli Ruiz-Primo, University of Colorado Denver; and Yue Yin, University of Chicago.
National Science Foundation, DRK12. Award ID: DRL-0822327. $259,327.
Talbot, R., L. Hartley, B. Wee. 2012. The Effect of a Learning Assistant Program on
Undergraduate Science Teaching and Learning and Science Teacher Recruitment.
Faculty Development Grant, University of Colorado Denver. $9,670.
Talbot, R.M. Comprehension through Self-Explanation, Enhanced Discussion, and INquiry
Generation (Comprehension SEEDING). Co-Principal Investigator. Institute of Education
Sciences (IES), Collaborative with Boulder Language Technologies. $1.8M ($128,820
Talbot, R.M. The Innovation Hyperlab: Linking Technologies and Age Groups through
Research and Innovation. Co-Principal Investigator. National Science Foundation (NSF)
ITEST. $1.2M. Awaiting decision.
Tzur, R. August 2008-July 2013. Nurturing Multiplicative Reasoning of Students with
Learning Disabilities in Computerized Conceptual-Modeling Environment. Serve as
co-Principal Investigator for the five-year research & development project including
writing of entire proposal, supporting project post-award management by inexperienced
PI from Purdue, leading Study 1 (teaching experiment of students' conceptions), and
overseeing Study 2 & 3. National Science Foundation (DRL). $3,000,000.
Tzur, R. July 2011-June 2012. Where in the Brain is Fraction? Serve as Principal
Investigator for the one year project including: writing the proposal in collaboration with
co-Principal Investigator Dr. Dietmar Cordes from the Anschutz Medical Campus,
designing paradigms for testing whole numbers and fractions in the computer, working
with a cognitive neuroscientist consultant (Dr. Tor Wagner) from UC Boulder on
preparation and scanning of participants in the new fMRI unit, analyzing results with
these two experts, publishing our findings and writing a large-scale grant proposal based
on this pilot study. University of Colorado Denver, Faculty Development. $10,000.
Wee, B. 2012. Assessing Education for Sustainability in Green Schools and Its Impacts on
Student Learning. College of Liberal Arts and Sciences Research Innovation Seed
Program (CRISP), University of Colorado Denver. $4,724.
Allen, C.D. 2012. Early Career Scholar Medal in Geographic Education, Grosvenor Center
for Geographic Education.
Knaus, Karen. 2012 (Jan). YUMPS (Young Upwardly Mobile Professors) scholarship to
attend the 8th Annual International Conference of Technology, Knowledge and Society at
Ruiz-Primo, M.A. 2009. School of Education and Human Development 2009 Research
Award. Award provided by the Merit Review Committees.
Verma, G. 2011-2012. Invitation to serve on the Future Teachers Project, Georgia State
University. The goal of the project is to recruit minority high school students into science
and math project. The project recruit minority students from metro-Atlanta area and
immerses them in various science and mathematics teaching and research experiences
for 3 weeks in summer.
Verma, G. 2011. Hall of Fame Award, Recent Outstanding Alumni, Kent State University,
Verma, G. 2010-2011. Invited to serve on the ad-hoc committee to develop the virtual
issue on equity, diversity, and multicultural education. Journal of Research in Science
Teaching (JRST), WILEY JRST website.
Verma, G. 2009-2012. Panel reviewer, National Selection Committee (NSC) for the
Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST),
National Science Foundation.