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 54(1): 37-48.
Anthamatten, P. , B. Wee, and E. Korris. 2012. Exploring children's perceptions of play
using visual methodologies. Health Education Journal, DOI:10.1177/0017896912443119
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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
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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-
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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
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Hartley, L.M., J. Momsen, A. Maskiewicz, and C. D'Avanzo. In Press. Energy and matter:
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Johnson, H.L. 2010. Investigating the fundamental theorem of calculus. Mathematics
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to enhance the chemistry classroom. J. Chem. Educ., 87: 496.
Leonard, J., G. Verma, and H. Douglass. 2013. Broadedning STEM opportunities through
STEM Education. Proceedings of the Psycology of Mathematics Education (North
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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
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Murphy, K., T. Holme, A. Zenisky, H. Caruthers and Karen Knaus. 2012. "Building the ACS
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Puvirajah, A., G. Verma, and P. Webb. 2012. Examining the mediation of power in a
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Ruiz-Primo, M.A. 2011. Informal Formative Assessment: The Role of Instructional
Dialogues in Assessing Students' Learning. Special Issue in Assessment for Learning
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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-
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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.L., B. Wee, A. Chin, A.D. Tindale, D. Guth, H. Mason, C.D. Allen, and J.M.
Barbour. 2013. Synthesis for the Interdisciplinary Environmental Sciences:
Integrating Systems Approaches and Service Learning. Journal of College Science
Teaching 42(5): 42-49.
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. 2013. Distinguishing schemes and tasks in children's development of
multiplicative reasoning. PNA, 7(3), 85-101.
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. 2013. Power examined in paradoxical education contexts: Creating and valuing
knowledge. In G. Tinker Sacs and G. Verma (Eds.), Critical Mass in the Teacher
Education Academy: Symbiosis and Diversity (pp. 99-111). Chicago, Illinois:
Common Ground Publishing.
Verma, G., A. Puvirajah, and L. Martin-Hansen. 2013. Recruiting Minority Students into
STEM through Experiences in being a Teacher. In Nagarjuana G., Jamakhandi, A.,
and Sam, E.M., (Eds.) Proceedings of epiSTEME 5-- International Conference to
review research on Science, Technology and MAthematics Education, Mumbai, India
p. 343-350, CinnamonTeal Publishing.
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.
White, D. and A. Ruff. 2013. Social network analysis of Math and Science middle-school
teachers, Journal of Mathematics and Science, 13,147-163.
Allen, C.D., A. Chin, J. Barbour, G. Simon, and B. Wee. 2012. CLAS ACT grant, College
of Liberal Arts and Sciences, University of Colorado Denver. Developing
Synthetic Approaches to Interdisciplinary Training. $3,500.
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.
Bernard, A. and M. Bruehl. 2013-2014. CLAS ACT grant, College of Liberal Arts and
Sciences, University of Colorado Denver. Enhancing the undergraduate Biology
and Chemistry Student's Analysis of Primary Literature through the
Implementation of the C.R.E.A.T.E. Approach. $5,000.
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.
Johnson, H.L. 2013. Faculty Development Grant: University of Colorado Denver. Task
design in mathematics education. $2,000.
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
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. and D. Cordes. July 2011-June 2013. Faculty Development Grant: University of
Colorado Denver. Where in the Brain in Fraction? $20,000.
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.
White, D. 2012-2013. CLAS ACT grant, College of Liberal Arts and Sciences, University
of Colorado Denver. $5,000.
Allen, C.D. 2012. Early Career Scholar Medal in Geographic Education, Grosvenor Center
for Geographic Education.
Jacobson, M. 2011-2012. CLAS Outstanding Faculty Award Finalist.
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.