| P2093 | author name string | Christopher Beck | |
| | Amy Butler | |
| | Karen Burke da Silva | |
| P2860 | cites work | The "Frankenplasmid" lab: an investigative exercise for teaching recombinant DNA methods | Q33352186 |
| | Incorporating genomics and bioinformatics across the life sciences curriculum | Q33658971 |
| | The problem of revealing how students think: Concept inventories and beyond | Q33694688 |
| | The genomics education partnership: successful integration of research into laboratory classes at a diverse group of undergraduate institutions. | Q33694728 |
| | Classroom-based science research at the introductory level: changes in career choices and attitude | Q35188939 |
| | Using comparative genomics for inquiry-based learning to dissect virulence of Escherichia coli O157:H7 and Yersinia pestis | Q35796066 |
| | Genome Consortium for Active Teaching: meeting the goals of BIO2010. | Q35829969 |
| | Isolation and characterization of Saccharomyces cerevisiae mutants defective in chromosome transmission in an undergraduate genetics research course | Q36083295 |
| | Barriers to faculty pedagogical change: lack of training, time, incentives, and...tensions with professional identity? | Q36452077 |
| | Widespread distribution and unexpected variation among science faculty with education specialties (SFES) across the United States | Q36819942 |
| | Assessing the influence of field- and GIS-based inquiry on student attitude and conceptual knowledge in an undergraduate ecology lab. | Q36858768 |
| | Using affinity chromatography to investigate novel protein-protein interactions in an undergraduate cell and molecular biology lab course | Q37328683 |
| | Redefining authentic research experiences in introductory biology laboratories and barriers to their implementation | Q37613705 |
| | A course-based research experience: how benefits change with increased investment in instructional time | Q37613708 |
| | Evolution-centered teaching of biology | Q38007575 |
| | Using Saccharomyces cerevisiae to test the mutagenicity of household compounds: an open ended hypothesis-driven teaching lab. | Q40975641 |
| | Assessment of course-based undergraduate research experiences: a meeting report | Q42426115 |
| | Inquiry learning. Teaching scientific inquiry | Q48621696 |
| | Impact of undergraduate science course innovations on learning. | Q51886877 |
| | Inquiry-based and research-based laboratory pedagogies in undergraduate science. | Q51949088 |
| | Education. Scientific teaching. | Q53707932 |
| | Collaborative programs. Genome Consortium for Active Teaching (GCAT) | Q82647110 |
| P433 | issue | 3 | |
| P304 | page(s) | 444-452 | |
| P577 | publication date | 2014-01-01 | |
| P1433 | published in | CBE: Life Sciences Education | Q5009071 |
| P1476 | title | Promoting inquiry-based teaching in laboratory courses: are we meeting the grade? | |
| P478 | volume | 13 | |