publication venue for
- The UNSIN project: exploring the molecular physiology of sins. 2012
- COVID struggles: undergraduate teaching assistants balance teaching and learning during a pandemic. 47:476-483. 2023
- Answering Huxley: “now” students take a “then” exam. 43:397-400. 2019
- Examining the first-person perspective as appropriate prelaboratory preparation. 43:317-323. 2019
- Beyond “formative”: assessments to enrich student learning. 42:5-14. 2018
- Effort and trust: the underpinnings of active learning. 41:332-337. 2017
- Matters of taste: bridging molecular physiology and the humanities. 39:288-294. 2015
- On being examined: do students and faculty agree?. 39:320-326. 2015
- The UNSIN project: exploring the molecular physiology of sins. 36:13-19. 2012
- Steps to pluripotent learning: provocative teaching. 35:323-329. 2011
- Molecular motors: how to make models that can be used to convey the concept of molecular ratchets and thermal capture. 35:213-218. 2011
- Teaching undergraduates the process of peer review: learning by doing. 34:137-144. 2010
- Back to the future? Active learning of medical physiology in the 1900s. 31:283-287. 2007
- Statistics: not a confidence trick. A commentary on “Guidelines for reporting statistics in journals published by the American Physiological Society: the sequel”. 31:300-301. 2007
- Translating symptoms into mechanisms: functional GI disorders. 31:329-331. 2007
- Adaptation to altitude as a vehicle for experiential learning of physiology by university undergraduates.. 31:270-278. 2007
- Information literacy in an inquiry course for first-year science undergraduates: a simplified 3C approach. 31:176-179. 2007
- Texts in context: Horace Davenport, carbonic anhydrase, and gastric acid secretion. 31:140-144. 2007
- Promoting self-directed learning using a menu of assessment options: the investment model. 30:181-194. 2006
- Problem-based learning and the medical school: another case of the emperor’s new clothes?. 29:194-196. 2005
- The targeted oral. 28:213-214. 2004
- Exploring the context of biomedical research through a problem-based course for undergraduate students.. 23:S40-51. 2000