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Creators/Authors contains: "McFarland, Jenny L."

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  1. ; ; ; (, CBE—Life Sciences Education)
    Tanner, Kimberly (Ed.)
    In a large ( n =383) mixed methods study in a community college, students in classes that use warm random call report benefits (e.g., engagement, eustress) and drawbacks of being called on (e.g., distress, anxiety), and perceive more peer interaction. This urges continued investigation of warm random call and possible context-dependent effects. 
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  2. ; ; ; ; ; ; (, CBE—Life Sciences Education)
    Gardner, Stephanie (Ed.)
    This paper details the development of the first reasoning framework to describe how students’ reasoning about biological bulk flow pressure gradients develop toward scientific, mechanistic reasoning. 
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  3. ; ; ; ; ; ; (, Advances in Physiology Education)
    These findings are the first empirical evidence to support the claim that using Physiology Core Concept reasoning supports transfer of knowledge across different physiological systems. 
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