Pelletreau, K. N., Andrews, T. C., Armstrong, N., Bedell, M. A., Dastoor, F., Dean, N., … Smith, M. K. (2016). A clicker-based case study that untangles student thinking about the processes in the central dogma. CourseSource. http://doi.org/https://doi.org/10.24918/cs.2016.15

Lemons, P. P., McCourt, J., Knight, J. K., Merrill, J. E., Nehm, R. H., Prevost, L. B., … Urban-Lurain, M. (2016). A community of enhanced assessment facilitates reformed teaching. In American Association for the Advancement of Science. Washington, DC. Retrieved from http://www.enfusestem.org/projects/a-community-of-enhanced-assessment-facilitates-reformed-teaching/ (Original work published April 2016)

Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J., Merrill, J. E., Nehm, R. H., … Smith, M. K. (2018). A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions. CBE—Life Sciences Education, 17, es5. http://doi.org/10.1187/cbe.17-12-0260

Crumbs, T., McCourt, J., & Lemons, P. P. (2015). Analysis of Teachers’ Thinking about Pedagogical Practices in College Biology Courses [Poster]. In University of Georgia Research Experiences for Undergraduates Poster Session. Georgia, USA.

Urban-Lurain, M., Bierema, A. M.-K., Haudek, K. C., Hoskinson, A.-M., Kaplan, J. J., Knight, J. K., … Sydlik, M. (2016). Expanding a National Network for Automated Analysis of Constructed Response Assessments to Reveal Student Thinking in STEM. In American Association for the Advancement of Science. Washington, DC: American Association for the Advancement of Science. Retrieved from http://www.enfusestem.org/projects/collaborative-research-expanding-a-national-network-for-automated-analysis-of-constructed-response-assessments-to-reveal-student-thinking-in-stem-5/ (Original work published April 2016)

Jeong, S., Clyburn, J., Bhatia, N., McCourt, J., & Lemons, P. P. (2022). Student Thinking in the Professional Development of College Biology Instructors: An Analysis through the Lens of Sociocultural Theory. CBE—Life Sciences Education, 21, ar30. http://doi.org/10.1187/cbe.21-01-0003

Zagallo, P., McCourt, J., Idsardi, R., Smith, M. K., Urban-Lurain, M., Andrews, T. C., … Lemons, P. P. (2019). Through the Eyes of Faculty: Using Personas as a Tool for Learner-Centered Professional Development. CBE - Life Sciences Education, 18. http://doi.org/10.1187/cbe.19-06-0114 (Original work published November 2019)

McCourt, J., Andrews, T. C., Crumbs, T., Knight, J. K., Merrill, J. E., Merrill, S. J., … Lemons, P. P. (2015). Using faculty learning communities to promote the development of student-centered biology instructors. In SABER.

Pelletreau, K. N., Knight, J. K., Lemons, P. P., McCourt, J., Merrill, S. J., Moscarella, R. A., … Smith, M. K. (2015). Using student constructed responses to guide the development of instructional activities by cross- institutional faculty learning communities. In Gordon Research Conference on Undergraduate Biology Education Research.

McCourt, J., Andrews, T. C., Knight, J. K., Merrill, J. E., Nehm, R. H., Pelletreau, K. N., … Lemons, P. P. (2018). What Motivates Biology Instructors to Engage and Persist in Teaching Professional Development? CBE—Life Sciences Education, 16(3). http://doi.org/10.1187/cbe.16-08-0241