Listed below is a collection of peer-reviewed publications in the area of science education, authored by faculty across a number of disciplines at the University of Rhode Island. Resources here represent our efforts to transform pedagogy at URI's campuses and to promote URI as a regional center for progressive thinking on pedagogical change.

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Submissions from 2017

On faculty development of STEM inclusive teaching practices, Bryan M. Dewsbury

Submissions from 2013

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Migrating Successful Student Engagement Strategies Online: Opportunities and Challenges Using Jigsaw Groups and Problem-Based Learning, José A. Amador and Helen Mederer

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Synthesis of a Fluorescent Conjugated Polymer in the Undergraduate Organic Teaching Laboratory, Teresa Mako and Mindy Levine

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Modern Apparatus for Performing Flash Chromatography: An Experiment for the Organic Laboratory, Gregory R. Naumiec, Angela N. Del Padre, Matthew M. Hooper, Alison St. Germaine, and Brenton DeBoef

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Sleuthing Through the Rock Cycle: An Online Guided Inquiry Tool for Middle and High School Geoscience Education, Laura Schifman, Dawn Cardace, Karen Kortz, Karen Saul, Amber Gilfert, Anne I. Veeger, and Daniel P. Murray

Submissions from 2012

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Introduction to Soil Science: Transforming a Problem-Based Learning Course to Online, José A. Amador

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Synthesis of a Near-Infrared Emitting Squaraine Dye in an Undergraduate Organic Laboratory, Mindy Levine and Patrick Marks

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Taking Your Course Online: An Interdisciplinary Journey, Kathleen M. Torrens and José A. Amador

Submissions from 2010

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Examining the Effect of Teachers' Adaptations of a Middle School Science Inquiry-Oriented Curriculum Unit on Student Learning, Jay Fogleman, Katherine L. McNeill, and Joseph Krajcik

Submissions from 2009

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Green Multicomponent Reaction for the Organic Chemistry Laboratory. The Aqueous Passerini Reaction., Matthew M. Hooper and Brenton DeBoef

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Leaves: Nature’s Solar Collectors, Aaron D. Isabelle and Cornelis de Groot

Submissions from 2008

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Alternate Conceptions of Preservice Elementary Teachers: The Itakura Method, Aaron D. Isabelle and Cornelis de Groot

Submissions from 2007

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The Practice of Problem Based Learning, José A. Amador, Libby Miles, and Calvin B. Peters

Submissions from 2006

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Sustaining Innovations Through Lead Teacher Learning: A Learning Sciences Perspective on Supporting Professional Development, Jay Fogleman, Barry Fishman, and Joseph Krajcik

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Professional development and teacher learning: Using concept maps in inquiry classrooms, Beth Kubitskey, Barry J. Fishman, Jon Margerum-Leys, Jay Fogleman, Stein Brunvand, and Ronald W. Marx

Submissions from 2004

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A Problem-Based Learning Approach to Teaching Introductory Soil Science, José A. Amador and Josef H. Görres