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Can we improve problem solving in biology? Lessons from 30 years of physics education research

Hoskinson, A-M., Caballero, M.D. and Knight, J. “Can we improve problem solving in biology? Lessons from 30 years of physics education research.” CBE – LSE 12.153 (2013). 

Analytic framework for students' use of mathematics in upper-division physics

Wilcox, B.R., Caballero, M.D. and Pollock, S.J. “Analytic framework for students’ use of mathematics in upper-division physics.” Phys. Rev. ST Phys. Educ. Res. 9.020119 (2013). 

Integrating Numerical Computation into the Modeling Instruction Curriculum

Caballero, M.D., Burk, J.B., Aiken, J.M., Douglas, S.S., Scanlon, E.M., Thoms, B.D. and Schatz, M.F. “Integrating Numerical Computation into the Modeling Instruction Curriculum.” Phys. Teach. 52.38 (2014). 

Uncovering the hidden meaning of cross-curriculum comparison results on the Force Concept Inventory

Ding, L. and Caballero, M.D. “Uncovering the hidden meaning of cross-curriculum comparison results on the Force Concept Inventory.” Phys. Rev. ST Phys. Educ. Res. 10 (2014). 

Unpacking students' use of mathematics in upper-division physics

Caballero, M.D., Wilcox, B.R., Doughty, L. and Pollock, S.J. “Unpacking students’ use of mathematics in upper-division physics.” Eur. J. Phys. 36.065004 (2015). 

Development and Uses of Upper-division Conceptual Assessments

Wilcox, B.R., Caballero, M.D., Baily, C., Sadaghiani, H, Chasteen, S.V., Ryan, Q.X. and Pollock, S.J. “Development and Uses of Upper-division Conceptual Assessments.” Phys. Rev. ST Phys. Educ. Res. 11.020115 (2015). 

Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned

Chasteen, S.V., Wilcox, B.R., Caballero, M.D., Perkins, K.K., Pollock, S.J., Wieman, C.E. “Educational transformation in upper-division physics: The Science Education Initiative model, outcomes, and lessons learned.” Phys. Rev. ST Phys. Educ. Res. 11.020110 (2015). 

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Laverty, J.T., Underwood, S.M., Matz, R.L., Posey, L.A., Carmel, J.H., Caballero, M.D., Fata-Hartley, C.L., Ebert-May, D., Jardeleza, S.E. and Cooper, M.M. “Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.” PLOS One 11.9. e0162333. 

Challenge faculty to transform STEM learning

Cooper, M.M., Caballero, M.D., Ebert-May, D., Fata-Hartley, C.L., Jardeleza, S.E., Krajcik, J.S., Laverty, J.T., Matz, R.L., Posey, L.A. and Underwood, S.M. “Challenge faculty to transform STEM learning.” Science 350.6258 (2015): 281-282.

Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics/Math Methods Instrument

Caballero, M.D., Doughty, L., Turnbull, A.M., Pepper, R.E. and Pollock, S.J. “Assessing Learning Outcomes in Middle-Division Classical Mechanics: The Colorado Classical Mechanics/Math Methods Instrument.” PR-PER. (Under Review). 

Development of a modes of collaboration framework

Pawlak, A., Irving, P.W. and Caballero, M.D. “Development of a modes of collaboration framework.” PR-PER. (Under Review). 

Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions

Traxler, A., Mahadeo, J., McPadden, D. and Brewe, E. “Multiple Representations and Epistemic Games in Introductory Physics Exam Solutions.” PERC Conf. Proc. (American Association of Physics Teachers). (2014): 247-250.

The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses

McPadden, D. and Brewe, E. “The Impacts of Instructor and Student Gender on Student Performance in Introductory Modeling Instruction Courses.” PERC Conf. Proc. (American Association of Physics Teachers). (2014): 183-186.

Network analysis of students' use of representations in problem solving

McPadden, D. and Brewe, E. “Network analysis of students’ use of representations in problem solving.” PERC Conf. Proc. (American Association of Physics Teachers). (2015): 219-222.

Examining the relationship between career outcome expectations and physics identity

Monsalve, C., Hazari, Z, McPadden, D., Sonnert, G. and Sadler, P. “Examining the relationship between career outcome expectations and physics identity.” PERC Conf. Proc. (American Association of Physics Teachers). (2016): 228-231.

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