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SELECT RESEARCH PUBLICATIONS
*indicates graduate student author
#indicates undergraduate author
Featured Publication
*Goodwin, E. C., #Cary, J. R., #Phan, V. D., #Therrien, H., & Shortlidge, E. E. (2023). Graduate teaching assistants impact student motivation and engagement in course-based undergraduate research experiences. Journal of Research in Science Teaching, 1–31. https://doi.org/10.1002/tea.21848
SHORTLIDGE EE, *KERN AM, *GOODWIN EC, OLIMPO JT. (2023) PREPARING TEACHING ASSISTANTS TO FACILITATE COURSE- BASED UNDERGRADUATE RESEARCH EXPERIENCES (CURES) IN THE BIOLOGICAL SCIENCES: A CALL TO ACTION. CBE—LIFE SCIENCES EDUCATION, 22:4. https://doi.org/10.1187/cbe.22-09-0183
*RAIN-GRIFFITH L, *GOODWIN EC, SHORTLIDGE EE. (2022) WHAT'S IN THIS? STUDENTS DELIBERATE ON ENDOCRINE DISRUPTING CHEMICALS FOUND IN EVERYDAY HEALTHCARE ITEMS TO BUILD DEMOCRATIC SKILLS. COURSESOURCE 9. HTTPS://DOI.ORG/10.24918/CS.2022.31
*GOODWIN EC, #CARY JR, SHORTLIDGE EE (2022) NOT THE SAME CURE: STUDENT EXPERIENCES IN COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES VARY BY GRADUATE TEACHING ASSISTANT. PLOS ONE 17(9): E0275313. HTTPS://DOI.ORG/10.1371/JOURNAL.PONE.0275313
*GRAY, M.J. , #GUNARATHNE, S.A., #NGUYEN, N.N, SHORTLIDGE, E.E. (2022)
THRIVING OR SIMPLY SURVIVING? A QUALITATIVE EXPLORATION OF STEM COMMUNITY COLLEGE STUDENTS’ TRANSITION TO A FOUR-YEAR UNIVERSITY CBE—LIFE SCIENCES EDUCATION 2022 21:3
SHORTLIDGE EE, JOLLEY A, SHAULSKIY S, GERAGHTY WARD E, LORENTZ CN, O'CONNELL K. (2021). A RESOURCE FOR UNDERSTANDING AND EVALUATING OUTCOMES OF UNDERGRADUATE FIELD EXPERIENCES. ECOL EVOL. 19;11(23):16387-16408. DOI: 10.1002/ECE3.8241. PMID: 34938443; PMCID: PMC8668733.
*GOODWIN, E.C., #CARY, J.R., SHORTLIDGE, E.E. (2021). ENTHUSIASTIC BUT INCONSISTENT: GRADUATE TEACHING ASSISTANTS’ PERCEPTIONS OF THEIR ROLE IN THE CURE CLASSROOM, CBE-LIFE SCIENCES EDUCATION, 20(4)
*NAIBERT, N., SHORTLIDGE, E. E., & BARBERA, J. (2021). MODIFYING THE ASPECT SURVEY TO SUPPORT THE VALIDITY OF STUDENT PERCEPTION DATA FROM DIFFERENT ACTIVE LEARNING ENVIRONMENTS. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION, 23(1), E00193-21.
*RAIN-GRIFFITH, L., #SHEGHEWI, S., SHUSTERMAN, G.P., BARBERA, J. AND SHORTLIDGE, E.E., 2020. DELIBERATIVE DEMOCRACY: INVESTIGATING THE LONGITUDINAL IMPACTS OF DEMOCRATIC ACTIVITIES IN INTRODUCTORY BIOLOGY COURSES. THE AMERICAN BIOLOGY TEACHER, 82(7), PP.453-462.
*GOODWIN, E. C., #ANOKHIN, V., #GRAY, M. J., *ZAJIC, D. E., PODRABSKY, J. E., & SHORTLIDGE, E. E. (2021). IS THIS SCIENCE? STUDENTS’ EXPERIENCES OF FAILURE MAKE A RESEARCH-BASED COURSE FEEL AUTHENTIC. CBE—LIFE SCIENCES EDUCATION, 20(1), AR10.
*TRIPP, B., #VORONOFF, S. A., & SHORTLIDGE, E. E. 2020. CROSSING BOUNDARIES: STEPS TOWARD MEASURING UNDERGRADUATES’ INTERDISCIPLINARY SCIENCE UNDERSTANDING. CBE—LIFE SCIENCES EDUCATION
*TRIPP, B., SHORTLIDGE, E.E. 2019. A FRAMEWORK TO GUIDE UNDERGRADUATE EDUCATION IN INTERDISCIPLINARY SCIENCE. CBE-LIFE SCIENCES EDUCATION
SHORTLIDGE, E.E., *RAIN-GRIFFITH, L., SHELBY, C., SHUSTERMAN G.P., BARBERA, J. 2019. DESPITE SIMILAR PERCEPTIONS AND ATTITUDES, POSTBACCALAUREATE STUDENTS OUTPERFORM IN INTRODUCTORY BIOLOGY AND CHEMISTRY COURSES. CBE-LIFE SCIENCES
EDUCATION
*GOODWIN, E.C., #CAO, J.N., #FLETCHER, M., #FLAIBAN, J.L., SHORTLIDGE, E.E. 2018. CATCHING THE WAVE: ARE BIOLOGY GRADUATE STUDENTS ON BOARD WITH EVIDENCE-BASED TEACHING? CBE-LIFE SCIENCES EDUCATION,
SHORTLIDGE E.E., EDDY, S.L. 2018. TRADE-OFFS BETWEEN RESEARCH AND TEACHING FOR GRADUATE STUDENTS: A MYTH? PLOS ONE 13(6)
KOMPERDA, R., BARBERA, J., SHORTLIDGE, E. E., & SHUSTERMAN, G. P. 2018. CONNECTING CHEMISTRY TO COMMUNITY WITH DELIBERATIVE DEMOCRACY. IN CITIZENS FIRST! DEMOCRACY, SOCIAL RESPONSIBILITY AND CHEMISTRY (VOL. 1297, PP. 81-98): AMERICAN CHEMICAL SOCIETY
SHORTLIDGE, E.E., BROWNELL, S.E. 2016. HOW TO ASSESS YOUR CURE: A PRACTICAL GUIDE FOR INSTRUCTORS OF COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES. JOURNAL OF MICROBIOLOGY AND BIOLOGY EDUCATION
SHORTLIDGE, EE, BANGERA, G, BROWNELL, SE. 2016. FACULTY PERSPECTIVES ON DEVELOPING AND TEACHING COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES. BIOSCIENCE
SHORTLIDGE E.E, BANGERA G, BROWNELL S.E. 2017. EACH TO THEIR OWN CURE: FACULTY WHO TEACH COURSE-BASED UNDERGRADUATE RESEARCH EXPERIENCES REPORT WHY YOU TOO SHOULD TEACH A CURE. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
PRATHER, H. M., CASANOVA-KATNY, A., CLEMENTS, A. F., CHMIELEWSKI, M. W., BALKAN, M. A., SHORTLIDGE, E. E., & EPPLEY, S. M. 2019. SPECIES-SPECIFIC EFFECTS OF PASSIVE WARMING IN AN ANTARCTIC MOSS SYSTEM. ROYAL SOCIETY OPEN SCIENCE
EPPLEY S.M., ROSENSTIEL, T.N., *CHMIELEWESKI, M.W., WOLL, S.C., SHAW, Z.M., SHORTLIDGE, E.E. 2018. RAPID POPULATION SEX-RATIO CHANGES IN THE MOSS CERATODON PURPUREUS. AMERICAN JOURNAL OF BOTANY
SHORTLIDGE E.E., EPPLEY S.M., KOHLER H, ROSENSTIEL T.N., ZÚÑIGA G.E., CASANOVA-KATNY A. 2017. PASSIVE WARMING REDUCES STRESS AND SHIFTS REPRODUCTIVE EFFORT IN THE ANTARCTIC MOSS, POLYTRICHASTRUM ALPINUM. ANNALS OF BOTANY
LLANEZA GARCIA, E., ROSENSTIEL, T., GRAVES, C., SHORTLIDGE, E.E., EPPLEY, S.M. 2016. DISTRIBUTION DRIVERS AND PHYSIOLOGICAL RESPONSES IN GEOTHERMAL BRYOPHYTE COMMUNITIES. AMERICAN JOURNAL OF BOTANY
SHORTLIDGE, E.E., HASHIMOTO, J. 2015. MOSS IN THE CLASSROOM: A TINY BUT MIGHTY TOOL FOR TEACHING BIOLOGY. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION
ROSENSTIEL, TN, SHORTLIDGE E.E., MELNYCHENKO A.N., PANKOW, J.F., AND EPPLEY, S.M., 2012. SEX-SPECIFIC VOLATILE COMPOUNDS INFLUENCE MICROARTHROPOD-MEDIATED FERTILIZATION OF MOSS. NATURE
SHORTLIDGE, E.E., T.N. ROSENSTIEL, AND S.M. EPPLEY. 2012. TOLERANCE TO ENVIRONMENTAL DESICCATION IN MOSS SPERM. NEW PHYTOLOGIST
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