All Publications

Ovid, D., Rice, M. M., Luna, J. V., Tabayoyong, K., Lajevardi, P., & Tanner, K. D. (2021). Investigating Student Perceptions of Instructor Talk: Alignment with Researchers’ Categorizations and Analysis of Remembered Language. CBE—Life Sciences Education20(4), ar61, 1-24. pdf

Aranda, M. L., Diaz, M., Mena, L. G., Ortiz, J. I., Rivera-Nolan, C., Sanchez, D. C., Sanchez, M. J., Upchurch, A. M., Williams, C. S., Boorstin, S. N., Cardoso, L. M., Dominguez, M., Elias, S., Lopez, E. E., Ramirez, R. E., Romero, P. J., Tigress, F. N., Wilson, J. A., Winstead, R., Cantley, J. T., Chen, J. C., Fuse, M., Goldman, M. A., Govindan, B., Ingmire, P., Knight, J. D., Pasion, S. G., Pennings, P. S., Sehgal, R. N. M., de Vera, P. T., Kelley, L., Schinske, J. N., Riggs, B., Burrus, L. W., & Tanner, K. D. (2021). Student-Authored Scientist Spotlights: Investigating the Impacts of Engaging Undergraduates as Developers of Inclusive Curriculum through a Service-Learning Course. CBE—Life Sciences Education20(4), ar55, 1–17. pdf

Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair– Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE—Life Sciences Education20(1), fe1, 1–10. pdf

Keller, A. S., Davidesco, I., & Tanner, K. D. (2020). Attention Matters: How Orchestrating Attention May Relate to Classroom Learning. CBE—Life Sciences Education19(1), fe5, 1–9. pdf

Davidesco, I., & Tanner, K. D. (2020). Cross-Disciplinary Research in Biology Education: Challenges and Opportunities. CBE—Life Sciences Education19(3), ed1, 1–2. pdf

Bush, S. D., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2020). Disciplinary Bias, Money Matters, and Persistence: Deans’ Perspectives on Science Faculty with Education Specialties (SFES). CBE—Life Sciences Education, 19(3), ar34, 1–13. pdf

Branchaw, J. L., Pape-Lindstrom, P. A., Tanner, K. D., Bissonnette, S. A., Cary, T. L., Couch, B. A., Crowe, A. J., Knight, J. K., Semsar, K., Smith, J. I., Smith, M. K., Summers, M. M., Wienhold, C. J., Wright, C. D., & Brownell, S. E. (2020). Resources for Teaching and Assessing the Vision and Change Biology Core Concepts. CBE—Life Sciences Education, 19(2), es1, 1–9. pdf

Bush, S. D., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2019). Evolving Roles of Scientists as Change Agents in Science Education over a Decade: SFES Roles beyond Discipline-Based Education Research. Science Advances, 5(6), eaav6403, 1–7. pdf

Betz, N., Leffers, J. S., Thor, E. E. D., Fux, M. de Nesnera, K., Tanner, K. D., & Coley, J.D. (2019). Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom. CBE—Life Sciences Education, 18(4), ar63, 1–16. pdf

Harrison, C. D., Nguyen, T. A., Seidel, S. B., Escobedo, A. M., Hartman, C., Lam, K., Liang, K. S., Martens, M., Acker, G. N., Akana, S. F., Balukjian, B., Benton, H. P., Blair, J. R., Boaz, S. M., Boyer, K. E., Bram, J. B., Burrus, L. W., Byrd, D. T., Caporale, N., Carpenter, E. J., Chan, Y. H. M., Chen, L., Chovnick, A., Chu, D. S., Clarkson, B. K., Cooper, S. E., Creech, C. J., de la Torre, J. R., Denetclaw, W. F., Duncan, K., Edwards, A. S., Erickson, K., Fuse, M., Gorga, J. J., Govindan, B., Jeanette Green, L., Hankamp, P. Z., Harris, H. E., He, Z. H., Ingalls, S. B., Ingmire, P. D., Jacobs, J. R., Kamakea, M., Kimpo, R. R., Knight, J. D., Krause, S. K., Krueger, L. E., Light, T. L., Lund, L., Márquez-Magaña, L. M., McCarthy, B. K., McPheron, L., Miller-Sims, V. C., Moffatt, C. A., Muick, P. C., Nagami, P. H., Nusse, G., Okimura, K. M., Pasion, S. G., Patterson, R., Pennings, P. S., Riggs, B., Romeo, J. M., Roy, S. W., Russo-Tait, T., Schultheis, L. M., Sengupta, L., Spicer, G. S., Swei, A., Wade, J. M., Willsie, J. K., Kelley, L. A., Owens, M. T., Trujillo, G., Domingo, C., Schinske, J. N., & Tanner, K. D. (2019). Investigating Instructor Talk in Novel Contexts: Widespread Use, Unexpected Categories, and an Emergent Sampling Strategy. CBE—Life Sciences Education18(3), ar47, 1-23. pdf

Harrison, C. D., & Tanner, K. D. (2018). Language Matters: Considering Microaggressions in Science. CBE—Life Sciences Education17(1), fe4, 1-8. pdf

Owens, M. T., Trujillo, G., Seidel, S. B., Harrison, C. D., Farrar, K. M., Benton, H. P., Blair, J. R., Boyer, K. E., Breckler, J. L., Burrus, L. W., Byrd, D. T., Caporale, N., Carpenter, E. J., Chan, Y. H. M., Chen, J. C., Chen, L., Chen, L. H., Chu, D. S., Cochlan, W. P., Crook, R. J., Crow, K. D., De La Torre, J. R., Denetclaw, W. F., Dowdy, L. M., Franklin, D., Fuse, M., Goldman, M. A., Govindan, B., Green, M., Harris, H. E., He, Z. H., Ingalls, S. B., Ingmire, P., Johnson, A. R. B., Knight, J. D., Lebuhn, G., Light, T. L., Low, C., Lund, L., Márquez-Magaña, L. M., Miller-Sims, V. C., Moffatt, C. A., Murdock, H., Nusse, G. L., Thomas Parke, V., Pasion, S. G., Patterson, R., Pennings, P. S., Ramirez, J. C., Ramirez, R. M., Riggs, B., Rohlfs, R. V., Romeo, J. M., Rothman, B. S., Roy, S. W., Russo-Tait, T., Sehgal, R. N. M., Simonin, K. A., Spicer, G. S., Stillman, J. H., Swei, A., Tempe, L. C., Vredenburg, V. T., Weinstein, S. L., Zink, A. G., Kelley, L. A., Domingo, C. R., & Tanner, K. D. (2018). Collectively Improving Our Teaching: Attempting Biology Department–Wide Professional Development in Scientific Teaching. CBE—Life Sciences Education, 17(1), ar2, 1–17. pdf

Owens, M. T., & Tanner, K. D. (2017). Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative Teaching. CBE—Life Sciences Education, 16(2), fe2, 1–9. pdf

Bush, S.D., Stevens, M.T., Tanner, K.D., & Williams, K.S. (2017). Origins of Science Faculty with Education Specialties: Hiring Motivations and Prior Connections Explain Institutional Differences in the SFES Phenomenon. BioScience, 67(5), 452–463. pdf

Owens, M. T., Seidel, S. B., Wong, M., Bejines, T. E., Lietz, S., Perez, J. R., Sit, S., Subedar, Z. S., Acker, G. N., Akana, S. F., Balukjian, B., Benton, H. P., Blair, J. R., Boaz, S. M., Boyer, K. E., Bram, J. B., Burrus, L. W., Byrd, D. T., Caporale, N., Carpenter, E. J., Chan, Y. H. M., Chen, L., Chovnick, A., Chu, D. S., Clarkson, B. K., Cooper, S. E., Creech, C., Crow, K. D., De La Torre, J. R., Denetclaw, W. F., Duncan, K. E., Edwards, A. S., Erickson, K. L., Fuse, M., Gorga, J. J., Govindan, B., Green, J. L., Hankamp, P. Z., Harrisa, H. E., He, Z. H., Ingalls, S., Ingmire, P. D., Jacobs, J. R., Kamakear, M., Kimpo, R. R., Knight, J. D., Krause, S. K., Krueger, L. E., Light, T. L., Lund, L., Márquez-Magaña, L. M., McCarthy, B. K., McPheron, L. J., Miller-Sims, V. C., Moffatt, C. A., C Muick, P., Nagami, P. H., Nusse, G. L., Okimura, K., Pasiona, S. G., Patterson, R., Pennings, P. S., Riggs, B., Romeo, J., Roy, S. W., Russo-Tait, T., Schultheis, L. M., Sengupta, L., Small, R., Spicer, G. S., Stillman, J. H., Swei, A., Wade, J. M., Waters, S. B., Weinstein, S. L., Willsie, J. K., Wright, D. W., Harrison, C. D., Kelley, L. A., Trujillo, G., Domingo, C. R., Schinske, J. N., & Tanner, K. D. (2017). Classroom sound can be used to classify teaching practices in college science courses. Proceedings of the National Academy of Sciences114(12), 3085-3090. pdf

Bissonnette, S. A., Combs, E. D., Nagami, P. H., Byers, V., Fernandez, J., Le, D., Realin, J., Woodham, S., Smith, J. I., & Tanner, K. D. (2017). Using the Biology Card Sorting Task to Measure Changes in Conceptual Expertise during Postsecondary Biology Education. CBE—Life Sciences Education, 16(1), ar14, 1–15. pdf

Coley, J.D., Arenson, M., Xu, Y., & Tanner, K.D. (2017). Intuitive biological thought: Developmental changes and effects of biology education in late adolescence. Cognitive Psychology, 92, 1-21. pdf

Potter, L. M., Bissonnette, S. A., Knight, J. D., & Tanner, K. D. (2017). Investigating Novice and Expert Conceptions of Genetically Modified Organisms. CBE—Life Sciences Education, 16(3), ar52, 1-13. pdf

Richard M., Coley J. D., & Tanner K. D. (2017). Investigating Undergraduate Students’ Use of Intuitive Reasoning and Evolutionary Knowledge in Explanations of Antibiotic Resistance. CBE—Life Sciences Education, 16(3), ar55, 1-13. pdf

Krieter, F. E., Julius R. W., Tanner. K. D., Bush, S. D., & Scott, G. E. (2016). Thinking Like a Chemist: Development of a Chemistry Card Sorting Task to Probe Conceptual Expertise. Journal of Chemical Education, 93(5), 811–820. pdf

Bush, S. D., Rudd II J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2016). Fostering Change from Within: Influencing Teaching Practices of Departmental Colleagues by Science Faculty with Education Specialties. PLoS ONE, 11(3), e0150914, 1-20. pdf

Tanner, K.D. (2016). Diversity, Equity, and Problem-solving: Organizational psychology tells us that if we want to solve the type of complex problems often thrown up by biomedical science, we need diverse teams. The Translational Scientist, 7, 15-16. pdf

Seidel, S. B., Reggi, A. L., Schinske, J. N., Burrus, L. W., & Tanner, K. D. (2015). Beyond the Biology: A Systematic Investigation of Noncontent Instructor Talk in an Introductory Biology Course. CBE—Life Sciences Education, 14(4), ar29, 1-14. pdf

Danielson, K. I., & Tanner K. D. (2015). Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification. CBE—Life Sciences Education, 14(3), ar29, 1-11. pdf

Miller, S., & Tanner, K. D. (2015). A Portal into Biology Education: An Annotated List of commonly Encountered Terms. CBE—Life Sciences Education, 14(2), fe2, 1-19. pdf

Coley, J. D., & Tanner, K.D. (2015). Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors. CBE—Life Sciences Education, 14(1), ar8, 1-19. pdf

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2015). Misalignments: Challenges in Cultivating Science Faculty with Education Specialties in Your Department. BioScience, 65(1), 81-89. pdf

Wooten, M. M., Cool, A. M., Prather, E. E., & Tanner, K. D. (2014). Comparison of performance on multiple-choice questions and open-ended questions in an introductory astronomy laboratory. Physical Review Special Topics-Physics Education Research, 10(2), 0201030, 1-22. pdf

Schinske, J., & Tanner, K. D. (2014). Teaching More by Grading Less (or Differently). CBE—Life Sciences Education, 13(2), 159-161. pdf

Trujillo, G., & Tanner, K.D. (2014). Considering the Role of Affect in Learning: Monitoring Students’ Self-Efficacy, Sense of Belonging, and Science Identity. CBE—Life Sciences Education13(1), 6-15. pdf

Seidel, S.B., & Tanner, K.D. (2013). “What if students revolt?”—Considering Student Resistance: Origins, Options, and Opportunities for Investigation. CBE—Life Sciences Education, 12(4), 586-595. pdf

Smith, J. I., Combs, E. D., Nagami, P. H., Alto, V. M., Goh, H. G., Gourdet, M. A. A., Hough, C. M., Mickell, A. E., Peer, A. G., Coley, J. D., Tanner, K. D., & Williams, K. S. (2013). Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology. CBE—Life Sciences Education, 12(4), 628-644. pdf

Sadler, P., Coyle, H., Smith, N. C., Miller, J., Mintzes, J., Tanner, K. D., & Murray, J. (2013). Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards. CBE—Life Sciences Education, 12(3), 553-575. pdf

Tanner, K. D. (2013). Structure Matters: Twenty-One Teaching Strategies to Promote Student Engagement and Classroom Equity. CBE—Life Sciences Education, 12(3), 322-331. pdf

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2013). Widespread Distribution and Unexpected Variation among Science Faculty with Education Specialties (SFES) across the United States. Proceedings of the National Academy of Sciences, 110(18), 7170-7175. pdf

Brownell, S. E. and Tanner, K. D. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives, and… Tensions with Professional Identity? CBE—Life Sciences Education, 11(4), 339-346. pdf

Coley, J. D., & Tanner, K. D. (2012). Common Origins of Diverse Misconceptions: Cognitive Principles and the Development of Biology Thinking. CBE—Life Sciences Education, 11(3), 209-215. pdf

Fulop, R. M., & Tanner, K. D. (2012). Investigating High School Students’ Conceptualizations of the Biological Basis of Learning. Advances in Physiology Education, 36(2), 131-142. pdf

Tanner, K. D. (2012). Promoting Student Metacognition. CBE—Life Sciences Education, 11(2), 113-120. pdf 

Wood, W. B., & Tanner, K. D. (2012). The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class. CBE—Life Sciences Education, 11(1), 3-9. pdf

Tanner, K. D. (2011). Reconsidering “What Works.” CBE—Life Sciences Education, 10(3), 329-333. pdf

Tanner, K. D. (2011). Moving Theory into Practice: A Reflection on Teaching a Large, Introductory Biology Course for Majors. CBE—Life Sciences Education, 10(2), 113-122. pdf

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2011). Investigations of Science Faculty with Education Specialties within the Largest University System in the United States. CBE—Life Sciences Education, 10(1), 25-42. pdf

Tanner, K. D. (2010). Order Matters: Using the 5E Model to Align Teaching with How People Learn. CBE—Life Sciences Education, 9(3), 159-164. pdf

Smith, J. I., & Tanner, K. D. (2010). The Problem of Revealing How Students Think: Concept Inventories and Beyond. CBE—Life Sciences Education, 9(1), 1-5. pdf

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Tanner, K. D., Williams, K. S., & Wood, W.B. (2010). A Role for Postdocs in Undergraduate Education. Science, 327(5965), 522-523. pdf

Tanner, K. D. (2009). Learning to See Inequity in Science. CBE—Life Sciences Education, 8(4), 265-270. pdf

Tanner, K. D. (2009). Talking to Learn: Why Biology Students Should be Talking in Classrooms and How to Make It Happen. CBE—Life Sciences Education, 8(2), 89-92. pdf

Pelaez, N. J., Bush, S. D., Rudd, J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2009). Science Faculty with Education Specialties: A Cross‐Disciplinary Research Study. The FASEB Journal, 23, 633.13-633.13.

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Tanner, K. D., & Williams, K. S. (2008). Science Faculty with Education Specialties. Science, 322(5909), 1795-1796. pdf

Polito, E., Tanner, K. D., & Monteverdi, J. P. Assessing middle school and college students’ conceptions about tornadoes and other weather phenomena. American Geophysical Union Fall Meeting, Abstract, ED13A-0603, October 2008. pdf

Knight, J. D., Fulop, R. M., Marquez-Magana, L., & Tanner, K. D. (2008). Investigative Cases and Student Outcomes in an Upper Division Cell and Molecular Biology Laboratory Course at a Minority Serving Institution. CBE—Life Sciences Education, 7(4), 382-393. pdf

Schinske, J., Clayman, K., Busch, A. K., & Tanner, K.D. (2008). Teaching the Anatomy of a Scientific Journal Article. The Science Teacher, 75(7), 49-56. pdf

Chamany, K., Allen, D. E., & Tanner, K. D. (2008). Making Biology Learning Relevant to Students: Integrating People, History, and Context into College Biology Teaching. CBE—Life Sciences Education, 7(3), 267-278. pdf

Tanner, K. D., & Allen, D. E. (2007). Cultural Competence in the College Biology Classroom. CBE—Life Sciences Education, 6(4), 251-258. pdf

Allen, D. E., & Tanner, K. D. (2007). Putting a Horse Back in Front of the Cart: Using Visions and Decisions about High-quality Learning Experiences to Drive Course Design. CBE—Life Sciences Education, 6(2), 85-89. pdf

Bush, S. D., Pelaez, N. J., Rudd, J. A., Stevens, M. T., Williams, K. S., Allen, D. E., & Tanner, K. D. (2006). On Hiring Science Faculty with Education Specialties for Your Science (Not Education) Department. CBE—Life Sciences Education, 5(4), 297-305. pdf

Allen, D. E., & Tanner, K. D. (2006). Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners. CBE—Life Sciences Education, 5(3), 197-203. pdf

Tanner, K. D. (2006). Issues in Neuroscience Education: Making Connections. CBE—Life Sciences Education, 5(2), 85. pdf

Busch, A. K., & Tanner, K. D. Developing Scientist Educators: Analysis of Integrating K-12 Pedagogy and Partnership Experiences into Graduate Science Training. National Association for Research in Science Teaching Conference Paper, San Francisco, CA, distributed and presented April 2006. pdf

Tanner, K. D., & Allen, D. E. (2006). Approaches to Biology Teaching and Learning: On Integrating Pedagogical Training into the Graduate Experiences of Future Science Faculty. CBE—Life Sciences Education, 5(1), 1-6. pdf

Chan. J. M., & Tanner, K. D. (2006). Understanding the Nature of Science: Science Views From the Seventh Grade Classroom. The Science Education Partnership & Assessment Laboratory, San Francisco State University, 184-209. pdf

Allen, D. E., & Tanner, K. D. (2005). Infusing Active Learning into the Large Enrollment Biology Class: Seven Strategies, from the Simple to Complex. Cell Biology Education, 4(4), 262-268. pdf

Tanner, K. D. & Allen, D. E. (2005). Approaches to Biology Teaching and Learning: Understanding the Wrong Answers—Teaching toward Conceptual Change. Cell Biology Education, 4(2), 112-117. pdf

Allen, D. E., & Tanner, K. D. (2005). Approaches to Biology Teaching and Learning: From a Scholarly Approach to Teaching to the Scholarship of Teaching. Cell Biology Education, 4(1), 1-6. pdf

Dolan, E., & Tanner, K. D. (2005). Moving from Outreach to Partnership: Striving for Articulation and Reform across the K–20+ Science Education Continuum. Cell Biology Education, 4(1), 28-37. pdf

Tanner, K. D., & Allen, D. E. (2004). Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection—Engaging All Students in Science Courses. Cell Biology Education, 3(4), 197-201. pdf

Tanner, K. D., & Allen, D. E. (2004). Approaches to Biology Teaching and Learning: From Assays to Assessments—On Collecting Evidence in Science Teaching. Cell Biology Education, 3(2), 69–74. pdf

Allen, D. E., & Tanner, K. D. (2004). Approaches to Biology Teaching and Learning: Lesson Study—Building Communities of Learning Among Educators. Cell Biology Education, 3(1),1-7. pdf

Tanner, K. D., Chatman, L. C., & Allen, D. E. (2003). Approaches to Biology Teaching and Learning: Science Teaching and Learning Across the School–University Divide—Cultivating Conversations through Scientist–Teacher Partnerships. Cell Biology Education, 2(4), 195-201. pdf

Allen, D. E., & Tanner, K. D. (2003). Approaches to Cell Biology Teaching: Mapping the Journey—Concept Maps as Signposts of Developing Knowledge Structures. Cell Biology Education, 2(3) 133-136. pdf

Allen, D. E., & Tanner, K. D. (2003). Approaches to Cell Biology Teaching: Learning Content in Context—Problem-Based Learning. Cell Biology Education, 2(2), 73-81. pdf

Tanner, K. D., Chatman, L. C. & Allen, D. E. (2003). Approaches to Cell Biology Teaching: Cooperative Learning in the Science Classroom—Beyond Students Working in Groups. Cell Biology Education, 2(1), 1-5. pdf

Tanner, K. D., & Allen, D. E. (2002). Approaches to Biology Teaching: A Primer on Standards. Cell Biology Education, 1(4), 95-100. pdf

Allen, D. E., & Tanner, K. D. (2002). Approaches to Biology Teaching: Questions about Questions. Cell Biology Education, 1(3), 63-67. pdf

Allen, D. E., & Tanner, K. D. (2002). Approaches to Biology Teaching: Answers Worth Waiting for: “One Second is Hardly Enough.” Cell Biology Education, 1(1), 3-5. pdf

Doyle, H. D., Peckol, E. L., & Tanner, K. D. (1998). Discover Your Brain with BrainLink. CSTA Journal, 24-29.