Submissions from 2022
Pre-and In-Service Teacher Attitudes Related to English Learner Instruction in the Content-Areas: A Mixed-Methods Study, M. Huerta, T. Garza, Manognya Murukutla, and X. Zhang (Article)
Submissions from 2019
Services and Staffing Practices within Academic Libraries Serving College of Osteopathic Medicine Programs: A Mixed Methods Study, Joanne M. Muellenbach, Wendy C. Duncan, Lisa A. Ennis, Anna Yang, and Cheryl Vanier (Poster)
The Effects of Background, Classroom Assessment Competence, Self-Efficacy, and Self-Perceived Assessment Skills on Classroom Assessment Practices of Teachers in India, Manognya Murukutla (Dissertation)
Anti-Human CD9 Antibody Fab Fragment Impairs the Internalization of Extracellular Vesicles and the Nuclear Transfer of their Cargo Proteins., Mark F. Santos, Germana Rappa, Jana Karbanová, Cheryl Vanier, Chikao Morimoto, Denis Corbeil, and Aurelio Lorico (Article)
Changes to an Active Learning Curriculum in Osteopathic Medical Education: Effects on Exam Outcomes and Board Scores, Naunihal Zaveri, Mark Coty, Victoria McCarver, Caleb Vidic, Todd Nolan, Swapan Nath, and Cheryl Vanier (Article)
Submissions from 2018
Scavenging as a Food-Acquisition Strategy by Peregrine Falcons, Daniel E. Varland, Joseph B. Buchanan, Tracy L. Fleming, Mary Kay Kenney, and Cheryl Vanier (Article)
Submissions from 2015
Characterizing and Assessing Co-Curricular Activities for Graduate and Professional-School Students: Exploring the Value of Intentional Assessment Planning and Practice, Diane E. Waryas (Article)
