Publications

PEER-REVIEWED JOURNAL ARTICLES

56. Ahmed S, Adjei-Opong T, Heim AB, Noyes K, Schmid K, Couch BA, Stetzer MR, Senn LG, Vinson E, Smith MK, Treibergs K (2024) Open Resources for Biology Education (ORBE): A resource collection. J Microbiol Biol Educ 25, e00203-23. (link)

55. Couch BA*=, Prevost LB*=, Stains M*=, Marcy AE3, Whitt B, Hammerman JKL, Spiegel AN (2024) STEM department chairs’ perspectives on navigating teaching culture to influence instructional change: A four-frames model analysis. Front. Educ. 9:1383711. (link)

54. Uminski C2, Burbach SM, Couch BA* (2024) Undergraduate biology lecture courses predominantly test facts about science rather than scientific practices. CBE-Life Sci Educ 23:ar19. (link)

53. Lucas L3, Khushal A2, Mayes R, Couch BA*=, Dauer J*= (2024) Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses: Validity evidence for score interpretation and uses. Int J Sci Educ https://doi.org/10.1080/09500693.2024.2320060. (link)

52. Feola S, Lewis JE, McAlpin JD, Prevost LB, Skvoretz J, Stains M, Couch BA, Earl B, Ziker JP, Lane AK, Shadle SE (2023) STEM education institutional change projects: Examining enacted approaches through the lens of the Four Categories of Change Strategies Model. Int J STEM Educ 10:67. (link)

51. Skvoretz J, Kappelman K, Marcy AE3, McAlpin JD, Lewis JE, Ziker JP, Mertens K, Earl B, Shadle SE, Couch BA, Feola S, Prevost LB, Lane AK, Whitt B, Stains M (2023) Social networks and instructional reform in STEM: The teaching-research nexus. Innov Higher Educ 48:579-600. (link)

50. Uminski C2, Hubbard JK3, Couch BA* (2023) How administration stakes and settings affect student behavior and performance on a biology concept assessment. CBE-Life Sci Educ 22:ar27. (link)

49. Couch BA*=, Prevost LB*=, Stains M*=, Whitt B, Marcy AE3, Apkarian N, Dancy MH, Henderson C, Johnson E, Raker JR, Yik BJ, Earl B, Shadle SE, Skvoretz J, Ziker JP (2023) Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses. Frontiers in Education 8:1156781. (link)

48. Upchurch AM2, Kirkwood-Watts DL2, Brazeal KR, Wheeler LA, Couch BA*=, Johnson GB*=, Spier SK*= (2022) Access to online formative assessments in lower-division undergraduate biology courses: Investigating barriers to student engagement. CBE-Life Sci Educ 21:ar80. (link)

47. Kirkwood-Watts DL2, Bremers EK1, Robinson EA, Brazeal KR3, Couch BA* (2022) Revisiting clickers: In-class questions followed by at-home reflections are associated with higher student performance on related exam questions. J Microbiol Biol Educ 23, e00038-22. (link)

46. Lane AK3, Earl B, Feola S, Lewis JE, McAlpin JD, Mertens K, Shadle SE, Skvoretz J, Ziker JP, Stains M*=, Couch BA*=, Prevost LB*= (2022). Context and content of teaching conversations: Exploring how to promote sharing of innovative teaching knowledge between science faculty. Int J STEM Educ 9:53. (link)

45. Jimenez PC, Golick D, Couch BA, Dauer JM (2022) Developing and evaluating a Pollination Systems Knowledge Assessment in a multidisciplinary course. Int Journal STEM Educ 9:52. (link)

44. McAlpin JD, Ziker JP, Skvoretz J, Couch BA, Earl B, Feola S, Lane AK3, Mertens K, Prevost LB, Shadle SE, Stains M, Lewis JE (2022). Development of the Cooperative Adoption Factors Instrument to measure factors associated with instructional practice in the context of institutional change. Int J STEM Educ 9:48. (link)

43. Booth CS, Crowther A, Helikar R, Luong T, Howell ME3, Couch BA, Roston RL, van Dijk K, Helikar T (2022) Teaching advanced concepts in regulation of the lac operon with modeling and simulation. CourseSource https://doi.org/10.24918/cs.2021.39. (link) 

42. Brazeal KR3, Brown TL4, Couch BA* (2021) Connecting activity implementation characteristics to student buy-in toward and utilization of formative assessments within undergraduate biology courses. J STEM Educ Res 4:329-362. (link)

41. Meaders CL, Senn LG, Couch BA, Lane AK3, Stains M, Stetzer MR, Vinson E, Smith MK (2021) Am I getting through? Surveying students on what messages they recall from the first day of STEM classes. Int J STEM Educ 8:49. (link)

40. Uminski C2, Couch BA* (2021) GenBio-MAPS as a case study to understand and address the effects of test-taking motivation in low-stakes program assessments. CBE-Life Sci Educ 20:ar20. (link)

39. Booth CS, Song C, Howell ME3, Saska A, Helikar R, Sikich SM, Couch BA, van Dijk K, Roston RL, Helikar T (2021) Teaching metabolism in upper-division undergraduate biochemistry courses using online computational systems and dynamical models improves student performance. CBE-Life Sci Educ 20:ar13. (link)

38. Meaders CL, Smith MK, Boester T, Bracy A, Couch BA, Drake AG, Farooq S, Khoda B, Kinsland C, Lane AK3, Lindahl SE, Livingston WH, Maliwal Bundy A, McCormick A, Morozov AI1, Newell-Caito JL, Ruskin KJ, Sarvary MA, Stains M, St. Juliana JR, Thomas SR, van Es C, Vinson EL, Vitousek MN, Stetzer MR (2021) What questions are on the minds of STEM undergraduate students and how can they be addressed? Front Educ 6:639338. (link)

37. Lane AK3, Meaders CL, Shuman JK1, Stetzer MR, Vinson EL, Couch BA*=, Smith MK*=, Stains M*= (2021) Making a first impression: Exploring what instructors do and say on the first day of introductory STEM courses. CBE-Life Sci Educ 20:ar7. (link)

36. Lane AK3, McAlpin JD, Earl B, Feola S, Lewis JE, Mertens K, Shadle SE, Skvoretz J, Ziker JP, Couch BA*=, Prevost LB*=, Stains M*= (2020) Innovative teaching knowledge stays with users. PNAS 117:22665-22667. (link)

35. Meaders CL=A, Lane AK3=A, Morozov AI1, Shuman JK1, Toth ES, Stains M, Stetzer MR, Vinson E, Couch BA*=B, Smith MK*=B (2020) Undergraduate student concerns in introductory STEM courses: What they are, how they change, and what influences them. J STEM Educ Res 3:195-216. (link)

34. Durham MF3, Aragón OR, Bathgate ME, Bobrownicki A, Cavanagh AJ, Chen X, Trochim WM, Waterhouse J, Graham MJ, Couch BA* (2020) Benefits of a college STEM faculty development initiative: Instructors report increased and sustained implementation of research-based instructional strategies. J Microbiol Biol Educ 21:1-8. (link)

33. Howell ME3, Booth CS, Sikish SM, Helikar T, van Dijk K, Roston RL*=, Couch BA*= (2020) Interactive learning modules with 3D printed models improve student understanding of protein structure-function relationships. BAMBED 48:356-368. (link)

32. Branchaw JL, Pape-Lindstrom PA, Tanner KD, Bissonnette SA, Cary TL, Couch BA, Crowe AJ, Knight JK, Semsar K, Smith JI, Smith MK, Summers MM, Wienhold CJ, Wright CD, Brownell SE (2020) Resources for teaching and assessing the Vision and Change biology core concepts. CBE-Life Sci Educ 19:es1. (link)

31. Meaders CL, Toth ES, Lane AK3, Shuman JK1, Couch BA, Stains M, Stetzer MR, Vinson EL, Smith MK (2019) “What will I experience in my college STEM courses?” An investigation of student predictions about instructional practices in introductory courses. CBE-Life Sci Educ 18:ar60. (link)

30. Smith MK, Brownell SE, Crowe AJ, Holmes NG, Knight JK, Semsar K, Summers MM, Walsh C, Wright CD, Couch BA* (2019) Tools for change: Measuring student conceptual understanding across undergraduate biology programs using Bio-MAPS assessments. J Microbio Biol Educ 20:1-5. (link)

29. Lane AK3, Skvoretz J, Ziker JP, Couch BA, Earl B, Lewis JE, McAlpin JD, Prevost LB, Shadle SE, Stains M (2019) Investigating how faculty social networks and peer influence relate to knowledge and use of evidence-based teaching practices. Int J STEM Educ 6:28. (link)

28. Brassil CE, Couch BA* (2019) Multiple-true-false questions reveal more tho (link)roughly the complexity of student thinking than multiple-choice questions: A Bayesian item response model comparison. Int J STEM Educ 6:16. (link)

27. Howell ME3, Booth CS, Sikish SM, Helikar T, Roston RL, Couch BA*=, van Dijk K*= (2019) Student understanding of DNA structure-function relationships improves from using 3D learning modules with dynamic 3D printed models. BAMBED 3:303-317. (link)

26. Semsar K, Brownell SE, Couch BA, Crowe AJ, Smith MK, Summers MM, Wright CD, Knight JK (2019) Phys-MAPS: A programmatic physiology assessment for introductory and advanced undergraduates. Adv Physiology Educ 43:15-27. (link)

25. Couch BA*, Wright CD, Freeman S, Knight JK, Semsar K, Smith MK, Summer MM, Zheng Y, Crowe AJ, Brownell SE (2019) GenBio-MAPS: A programmatic assessment to measure student understanding of Vision and Change core concepts across general biology programs. CBE-Life Sci Educ 18:ar1. (link)

24. Howell ME3, van Dijk K, Booth CS, Helikar T, Couch BA*=, Roston RL*= (2018) Visualizing the invisible: A guide to designing and 3-D printing dynamic molecular models to teach structure-function relationships. J Microbiol Biol Educ 19:1-3. (link)

23. Durham MF3, Knight JK, Bremers EK1, DeFreece JD1, Paine AR, Couch BA* (2018) Student, instructor, and observer agreement regarding frequencies of Scientific Teaching practices using the Measurement Instrument for Scientific Teaching-Observable (MISTO). Int J STEM Educ 5:31. (link)

22. Couch BA*, Hubbard JK3, Brassil CE (2018) Multiple-true-false questions reveal limitations of the multiple-choice format for detecting students with mixed and partial conceptions. BioScience 68:455-463. (link)

21. Summers MM, Couch BA, Knight JK, Brownell SE, Crowe AJ, Semsar K, Wright CD, Smith MK (2018) EcoEvo-MAPS: An ecology and evolution assessment for introductory and advanced undergraduates. CBE-Life Sci Educ 17:ar18. (link)

20. Hubbard JK3, Couch BA* (2018) The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format. Comp & Educ 120:1-12. (link)

19. Akiha K, Brigham E, Couch BA, Lewin J, Stains M, Stetzer MR, Vinson E, Smith MK (2018) What types of instructional shifts do students experience? Investigating active learning in science, technology, engineering, and math classes across key transition points from middle school to the university level. Front Educ 2:68. (link)

18. Durham MF3, Knight JK, Couch BA* (2017) Measurement Instrument for Scientific Teaching (MIST): A tool to measure the frequencies of research-based teaching practices in undergraduate science courses. CBE-Life Sci Educ 16:ar67. (link)

17. Hubbard JK3, Potts MA1, Couch BA* (2017) How question types reveal student thinking: An experimental comparison of multiple-true-false and free-response formats. CBE-Life Sci Educ 16:ar26. (link)

16. Brown TL4, Brazeal KR3, Couch BA* (2017) First-year and non-first-year student expectations regarding in-class and out-of-class learning activities in introductory biology. J Microbiol Biol Educ 18:1-9. (link)

15. Brazeal KR3, Couch BA* (2017) Student buy-in toward formative assessments: The influence of student factors and importance for course success. J Microbiol Biol Educ 18:1-10. (link)

14. Cavanagh AJ, Aragón OR, Chen X, Couch BA, Durham MF3, Bobrownicki A, Hanauer DI, Graham MJ (2016) Student buy-in to active learning in a college science course. CBE-Life Sci Educ 15:ar76. (link)

13. Brazeal KR3, Brown TL4, Couch BA* (2016) Characterizing student perceptions of and buy-in toward common formative assessment techniques. CBE-Life Sci Educ 15:ar73. (link)

12. Aikens ML=A, Corwin LA=A, Andrews TC=B, Couch BA=B, Eddy SL=B, McDonnell L=B, Trujillo G=B (2016) A guide for graduate students interested in postdoctoral positions in biology education research. CBE-Life Sci Educ 15:es10. (link)

11. Hubbard JK3, Shizuka D, Couch BA* (2016) Knowing your own: A classroom case study using the scientific method to investigate how birds learn to recognize their offspring. CourseSource https://doi.org/10.24918/cs.2016.7. (link)

10. Couch BA*, Knight JK (2015) A comparison of two low-stakes methods for administering a program-level biology concept assessment. J Microbiol Biol Educ 16:178-185. (link)

9. Couch BA, Wood WB, Knight JK (2015) The Molecular Biology Capstone Assessment: A concept assessment for upper-division molecular biology students. CBE-Life Sci Educ 14:ar10. (link)

8. Couch BA*, Brown TL4, Schelpat TJ1, Graham MJ, Knight JK (2015) Scientific Teaching: Defining a taxonomy of observable practices. CBE-Life Sci Educ 14:ar9. (link)

7. Hoskinson AM, Couch BA, Zwickl BM, Hinko KA, Caballero MD (2014) Bridging physics and biology teaching through modeling. Am J Phys 82:434-441. (link)

6. Couch BA=, Kerrisk ME=, Kaufman AC, Nygaard HB, Strittmatter SM, Koleske AJ (2013) Delayed amyloid plaque deposition and behavioral deficits in outcrossed AβPP/PS1 mice. J Comp Neurol 521:1395-1408. PMCID: PMC3562562. (link)

5. Deng Y, Couch BA, Koleske AJ, Turk BE (2012) A peptide photoaffinity probe specific for the active conformation of the Abl tyrosine kinase. ChemBioChem 13:2510-2512. PMCID: PMC3595066. (link)

4. Couch BA, DeMarco GJ, Gourley SL, Koleske AJ (2010) Increased dendrite branching in APP/PS1 mice and elongation of dendrite arbors by fasudil administration. J Alzheimer’s Dis 20:103-108. PMCID: PMC3077946. (link)

3. Peacock JG, Couch BA, Koleske AJ (2010) The Abl and Arg non-receptor tyrosine kinases regulate different zones of stress fiber, focal adhesion, and contractile network localization in spreading fibroblasts. Cytoskeleton 67:666-675. PMCID: PMC2955401. (link)

2. Perez de Arce K, Varela-Nallar L, Farias O, Cifuentes A, Bull P, Couch BA, Koleske AJ, Inestrosa NC, Alvarez AR (2010) Synaptic clustering of PSD-95 is regulated by c-Abl through tyrosine phosphorylation. J Neurosci 30:3728-3738. PMCID: PMC2872795. (link)

1. Choi Y, Seeliger MA, Panjarian SB, Kim H, Deng X, Sim T, Couch BA, Koleske AJ, Smithgall TE, Gray NS (2009) N-myristoylated c-Abl tyrosine kinase localizes to the endoplasmic reticulum upon binding to an allosteric inhibitor. J Biol Chem 284:29005-29014. PMCID: PMC2781447. (link)