Publications

Bold text denotes current or prior members of the Andrews lab

Donham C & Andrews TC (2023). “What’s Your Thinking behind That?” Exploring Why Biology Instructors Use Classroom Discourse. Journal of Microbiology & Biology Education, e00132-22. Full text.

King GP, Russo-Tait T, & Andrews TC (2023). Evading race: STEM faculty struggle to acknowledge racialized classroom events. CBE—Life Sciences Education, 22(1), ar14. Full text.

Haag K, Pickett SB, Trujillo G, & Andrews TC (2023). Co-teaching in Undergraduate STEM Education: A Lever for Pedagogical Change toward Evidence-Based Teaching?. CBE—Life Sciences Education, 22(1), es1. Full text.

Andrews TC, Speer NM, & Shultz GV (2022). Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics. International Journal of STEM Education, 9(1), 1-21. Full text.

Krishnan S, Gehrtz J, Lemons PP, Dolan EL, Brickman P, Andrews TC (2022). Guides to Advance Teaching Evaluation (GATEs): A resource for STEM departments planning robust and equitable evaluation practices. CBE-Life Sciences Education, 21(3), ar42. Full text.

Gehrtz J, Brantner M, & Andrews TC (2022). How are undergraduate STEM instructors leveraging student thinking?. International Journal of STEM Education, 9(1), 1-20. Full text.

Andrews TC, Green K (2021). Pandemic-Inspired Insights: What College Instructors Learned from Teaching when COVID-19 Began. Journal of College Science Teaching, 51(1). Full text

Reinholz DL, White I, Andrews TC (2021) Change theory in STEM higher education: A systematic review. International Journal of STEM Education, 8, ar37. Full text.

Andrews TC, Brickman P, Dolan EL, Lemons PP (2021) Every Tool in the Toolbox: Pursuing Multilevel Institutional Change in the DeLTA Project. Change: The Magazine of Higher Learning, 53(2), 25-32. Full text.

Waugh AH, Andrews TC (2020) Diving into the Details: Constructing a Framework of Random Call Components. CBE-Life Sciences Education, 19(2), ar14. Full text.

Reinholz DL, Andrews TC (2020) Change theory and theory of change: What’s the difference anyway? International Journal of STEM Education, 7, ar2. Full text.

Andrews TC, Auerbach AJJ, Grant E (2019) Exploring the relationship between teacher knowledge and active learning implementation in large college biology courses. CBE-Life Sciences Education 18(ar48), 1-17. Full text.

Reinholz DL, Andrews TC (2019) Breaking down silos working meeting: An approach to foster cross-disciplinary STEM-DEBER collaborations through working meetings. CBE-Life Sciences Education 18(mr3), 1-8. Full text

Laursen S, Andrews TC, Stains M, Finelli CJ, Borrego M, McConnell D, Johnson E, Foote K, Ruedi B, & Malcom S (2019). Levers for change: An assessment of progress on changing STEM instruction. Washington, DC: American Association for the Advancement of Science. Full text

Dial D*, Emetu N*, Andrews TC (2019) A community-informed list of key speciation concepts for undergraduate education. Evolution: Education and Outreach, 12:14. Full text *co-first authors

Ziadie MA, Andrews TC (2019) Don't reinvent the wheel: Capitalizing on what others already know about teaching topics in evolution. American Biology Teacher, 81(2), 133-136. Full text.

Lane AKG, Hardison CU, Simon AU, Andrews TC. (2019) A model of the factors influencing teaching identity among life sciences doctoral students. Journal of Research on Science Teaching, 56, 141-162. Full text

Auerbach AJ, Andrews TC (2018) Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5:19. Full text

Ziadie MA, Andrews TC (2018) Moving evolution education forward: A systematic analysis of literature to identify gaps in collective knowledge for teaching. CBE-Life Sciences Education 17(1), ar11. Full text

Auerbach AJ, Higgins M, Brickman P, Andrews TC (2018) Teacher knowledge for active-learning instruction: Expert-novice approach reveals differences. CBE-Life Sciences Education, 17(1), ar12. Full text

McCourt J, Andrews TC, Knight J, Merrill J, Nehm R, Pellatreau K, Prevost L, Smith M, Urban-Lurain M, Lemons PP (2017) What motivates instructors to engage and persist in faculty learning communities? CBE-Life Sciences Education, 16(3), ar54. PDF

Aikens ML, Corwin LA, Andrews TC, Couch BA, Eddy SL, McDonnell L, Trujillo G (2016) A guide for graduate students interested in postdoctoral positions in biology education research, CBE-Life Sciences Education, 15(4), es10. Full text

Andrews TC, Conaway EP, Zhao J, Dolan EL (2016) Colleagues as change agents for undergraduate teaching. CBE-Life Sciences Education, 15 (2), 1-17. Full text

Featured in Genetics Issue Highlights July 2016, 203 (3), http://www.genetics.org/content/203/3/NP

Andrews TC, Bradley BB, Litt AR, Kruse CG, Nelson L, Clancey P, Zale AV, Taper M, Kalinowski ST (2016) Performance of juvenile Cutthroat Trout translocated as embryos from five populations into a common habitat. North American Journal of Fisheries Management, 36 (4), 926-941. Full text

Andrews TC, Lemons PP (2015) It’s personal: Biology instructors prioritize personal evidence over empirical evidence in teaching decisions. CBE-Life Sciences Education, 14(1), 1-18. Full text

Leonard MJ, Kalinowski ST, Andrews TC (2014) Misconceptions yesterday, today, and tomorrow. CBE-Life Sciences Education, 13(2), 1-8. Full text

Price RM, Andrews TC, McElhinny TL, Mead LS, Abraham JK, Thanukos A, Perez KE (2014) The Genetic Drift Inventory: A tool for measuring what advanced undergraduates have mastered about genetic drift. CBE-Life Sciences Education, 13(1), 65-75. Full text

Kalinowski ST, Leonard MJ, Andrews TM, Litt AR (2013) Six classroom exercises to teach natural selection to undergraduate biology students. CBE-Life Sciences Education, 12(3), 483-793. Full text

Andrews TM, Bradley BB, Litt AR, Kruse CG, Zale AV, Kalinowski ST (2013) Juvenile movement among different populations of cutthroat trout introduced as embryos to vacant habitat. North American Journal of Fisheries Management, 33, 795-805. Full text

Andrews TM, Price RM, Mead LS, McElhinny TL, Thanukos A, Perez KE, Herreid CF, Terry DR, Lemons PP (2012) Biology undergraduate’s misconceptions about genetic drift. CBE-Life Sciences Education, 11(3), 248-259. Full text

Featured in selective Highlights of 2012 issue of CBE-Life Sciences Education

Kalinowski ST, Andrews TM, Leonard MJ, Snodgrass M (2012) Are Africans, Europeans, and Asians different “races”? A guided inquiry laboratory investigation for introducing students to variation among DNA sequences. CBE-Life Sciences Education, 11(2), 142-151. Full text

Andrews TM, Leonard MJ, Colgrove CA, Kalinowski ST (2011) Active learning not associated with student learning in a random sample of college biology courses. CBE-Life Sciences Education, 10(4), 394-405. Full text

Featured in Tomorrow’s Professor posting #1232, February 2013 Tomorrow’s Professor is an email newsletter published by the Stanford Center for Teaching and Learning. The newsletter has 45,000 subscribers at over 850 institutions in more than 100 countries. Newsletter archived here.

Andrews TM, Kalinowski ST, Leonard MJ (2011) ‘Are Humans Evolving?’ A classroom discussion to change students’ misconceptions about natural selection. Evolution: Education and Outreach, 4(3), 456-466. Full text

Kalinowski ST, Leonard MJ, Andrews TM (2010) Nothing in evolution makes sense except in the light of DNA. CBE-Life Sciences Education, 9(2), 87-97. Full text

Featured in selective Highlights of 2010 Issue of CBE-Life Sciences Education