Publications by John E. Merrill

Moscarella, R. A., Hall, D., Haudek, K. C., Mazur, A., Sripathi, K. N., Urban-Lurain, M., & Merrill, J. E. (2017). Exploring students ideas about the flow of genetic information from DNA to RNA. In Society for the Advancement of Biology Education Research.
Cockerill, H., Bierema, A. M. -K., Moscarella, R. A., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). Exploring Students Ideas of the Origin of Genetic Variation [Poster]. In CREATE for STEM Mini-Conference. East Lansing, MI.
Yoho, R., Kohn, K., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2020). Exploring the meaning of function as a complex idea embedded within the crosscutting concept of structure and function. Journal On Excellence In College Teaching, 31.
Merrill, J. E., Haudek, K. C., Smith, M. K., Lemons, P. P., Prevost, L. B., Nehm, R. H., et al. (2015). Faculty Learning Communities as a Focus for Assessment-Driven Instructional Change. In CREATE for STEM Mini Conference. East Lansing, MI.
Merrill, J. E., & Koslowsky, D. (2013). Getting at the important big ideas in metabolism using models [Poster]. In (Poster presented at Marana, Arizona).
Haudek, K. C., Kaplan, J. J., Knight, J. K., Long, T., Merrill, J. E., Munn, A., et al. (2011). Harnessing Technology to Improve Formative Assessment of Student Conceptions in STEM: Forging a National Network. Cbe - Life Sciences Education, 10, 149-155. http://doi.org/10.1187/cbe.11-03-0019 (Original work published Summer)
Weston, M. M., Haudek, K. C., Prevost, L. B., Lyons, C., Urban-Lurain, M., & Merrill, J. E. (2012). How do biology undergraduates "explain" photosynthesis? Investigating student responses to different constructed response question stems. In . Indianapolis: NARST. (Original work published March 2012)
Urban-Lurain, M., Moscarella, R. A., Haudek, K. C., Giese, E., Merrill, J. E., & Sibley, D. F. (2010). Insight into student thinking in STEM: Lessons learned from lexical analysis of student writing. NARST Annual International Conference. Philadelphia, PA.
Moscarella, R. A., Park, M., Steele, M., Pelletreau, K. N., Prevost, L. B., Smith, M. K., et al. (2015). Insights into Students Thinking about the Central Dogma from the Automated Analysis of Constructed Response Questions. In SABER.
Yoho, R., Foster, T., Urban-Lurain, M., Merrill, J. E., & Haudek, K. C. (2019). Interdisciplinary insights from instructor interviews reconciling "structure and function" in biology, biochemistry, and chemistry through the context of enzyme binding. Disciplinary And Interdisciplinary Science Education Research, 1. http://doi.org/10.1186/s43031-019-0016-7 (Original work published December 2019)
Voreis, J. S., Andrews, T. C., Federer, M. R., Knight, J. K., Merrill, J. E., Merrill, S. J., et al. (2014). Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN. (Original work published July 2014)
Haudek, K. C., Prevost, L. B., Merrill, J. E., & Urban-Lurain, M. (2012). Lexical and qualitative analysis of students’ written responses and interviews explaining chemical functional group behavior in cellular biology. In Society for the Advancement of Biology Education Research. Minneapolis, MN.
Sripathi, K. N., Moscarella, R. A., Yoho, R., You, H. S., Urban-Lurain, M., Merrill, J. E., & Haudek, K. C. (2019). Mixed Student Ideas about Mechanisms of Human Weight Loss. Cbe—Life Sciences Education, 18, ar37. http://doi.org/10.1187/cbe.18-11-0227 (Original work published September 19AD)
Lyons, C., Jones, S., Merrill, J. E., Urban-Lurain, M., & Haudek, K. C. (2011). Moving Across Scales: Using Lexical Analysis to Reveal Student Reasoning about Photosynthesis. In National Association of Research on Science Teaching. Orlando, FL. (Original work published April 2011)
Jescovitch, L. N., Haudek, K. C., Steele, M., Sripathi, K. N., Saldanha, J., Santiago, M. M., et al. (2018). Predicting mental models of undergraduate thinking in STEM courses using computerized analysis [Poster]. In STEM Alliance. Michigan State University.
Knapp, J., Sripathi, K. N., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). Prevalent Student Conceptions Involving Structure-Function Relationships in Cell Membranes [Poster]. In Mid-Michigan Symposium for Undergraduate Research Experiences.
Sripathi, K. N., Cockerill, H., Knapp, J., Urban-Lurain, M., Haudek, K. C., & Merrill, J. E. (2018). Probing students' mental models about structure-function relationships in the cell membrane. In Conference at the Interface of Discipline-Based Education Research (DBER) in STEM and Psychological Science. St. Louis, MO.
Lira, C. T., Steele, M., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2016). Rapid Analysis of Written Responses to Reveal Student Misconceptions in Thermodynamics. In Annual Meeting of the AIChE.
You, H. S., Merrill, J. E., Haudek, K. C., & Urban-Lurain, M. (2019). Rasch validation of computer scored constructed response items in undergraduate introductory biology courses. In NARST. Baltimore, MD.
Sripathi, K. N., Steele, M., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2017). Representing students constructed responses in STEM courses: Which visualizations appeal to various stakeholders?. In Gordon Research Conference on Visualization in Science and Education.
Haudek, K. C., Sripathi, K. N., Jescovitch, L. N., Santiago, M. M., Steele, M., Saldanha, J., et al. (2018). Rubrics for student writing: Research tools to uncover trends in student thinking [Poster]. In STEM Alliance. Michigan State University.
Lira, C. T., Steele, M., Haudek, K. C., Merrill, J. E., & Urban-Lurain, M. (2017). Student Misconceptions of Molecular Energy Evaluated Using Rapid Analysis of Constructed Responses. In Midwest Thermodynamics and Statistical Mechanics.
Shiroda, M., Uhl, J. D., Saldanha, J., Sripathi, K. N., Merrill, J. E., & Haudek, K. C. (2019). Student use of Vision and Change core concepts during discussions to answer conceptual questions in small group interview [Poster]. In CREATE for STEM Mini-Conference. East Lansing, MI.
Shiroda, M., Uhl, J. D., Saldanha, J., Sripathi, K. N., Merrill, J. E., & Haudek, K. C. (2019). Student use of Vision and Change core concepts during discussions to answer conceptual questions in small group interview [Poster]. In Gordon Research Conference. Lewiston, ME.
Mazur, A., Moscarella, R. A., Urban-Lurain, M., & Merrill, J. E. (2015). Student writing reveals misconceptions in the Central Dogma of Biology. In The Mid-Michigan Symposium for Undergraduate Research Experiences.
Moscarella, R. A., Mazur, A., Pelletreau, K. N., Smith, M. K., Urban-Lurain, M., & Merrill, J. E. (2015). The Central Dogma of molecular biology: Investigating student challenges understanding transcription. In SABER.
Steele, M., Merrill, J. E., Haudek, K. C., & Urban-Lurain, M. (2016). The Development of Constructed Response Astronomy Assessment Items. In NARST. Baltimore, MD. Retrieved from http://matthewmsteele.github.io/NARST2016/ (Original work published April 2016)
Bierema, A. M. -K., Moscarella, R. A., Urban-Lurain, M., Merrill, J. E., & Haudek, K. C. (2016). The Importance of Random Assortment and Blinding in Qualitative Data Analysis. In NARST. Baltimore, MD.
Zagallo, P., McCourt, J., Idsardi, R., Smith, M. K., Urban-Lurain, M., Andrews, T. C., et al. (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)
Cheuk, T., Osborne, J., Remington-Cunningham, K., Haudek, K. C., Santiago, M. M., Urban-Lurain, M., et al. (2019). Towards an Equitable Design Framework of Developing Argumentation in Science Items and Rubrics for Machine Learning. In NARST.
You, H. S., Sripathi, K. N., Yoho, R., Moscarella, R. A., Merrill, J. E., Haudek, K. C., & Urban-Lurain, M. (2017). Towards meaningful scores: Development and validation of analytic rubrics for diagnostic purposes. In Society for the Advacement of Biology Education Research.
Moscarella, R. A., Urban-Lurain, M., Merritt, B., Long, T., Richmond, G., Merrill, J. E., et al. (2008). Understanding undergraduate students conceptions in science: Using lexical analysis software to analyze students constructed responses in biology. NARST 2008 Annual International Conference. Baltimore, MD. (Original work published March 30 - April)
Urban-Lurain, M., Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Merrill, J. E. (2013). Using computerized lexical analysis of student writing to support just-in-time teaching in large enrollment STEM courses. Frontiers in Education. Oklahoma City: IEEE. (Original work published October 2013)
McCourt, J., Andrews, T. C., Crumbs, T., Knight, J. K., Merrill, J. E., Merrill, S. J., et al. (2015). Using faculty learning communities to promote the development of student-centered biology instructors. In SABER.
Haudek, K. C., Moscarella, R. A., Urban-Lurain, M., Merrill, J. E., Sweeder, R., & Richmond, G. (2009). Using lexical analysis software to understand student knowledge transfer between chemistry and biology. National Association of Research in Science Teaching Annual Conference. Garden Grove, CA. (Original work published April 17-21)
Yoho, R., Foster, T., Haudek, K. C., Urban-Lurain, M., & Merrill, J. E. (2017). Using Machine Learning to Explore Student Thinking in Constructed Responses – An Example of Enzyme Binding Structure and Function. In American Society for Microbiology Conference on Undergraduate Education.
Santiago, M. M., Steele, M., Sripathi, K. N., Haudek, K. C., Jescovitch, L. N., Saldanha, J., et al. (2018). Web-based system to support instructors' understanding of student thinking on key STEM concepts [Poster]. In STEM Alliance. Michigan State University.
Haudek, K. C., Prevost, L. B., Moscarella, R. A., Merrill, J. E., & Urban-Lurain, M. (2012). What are they thinking? Automated analysis of student writing about acid/base chemistry in introductory biology. Cbe—Life Sciences Education, 11(3). http://doi.org/doi:10.1187/cbe.11-08-0084
McCourt, J., Andrews, T. C., Knight, J. K., Merrill, J. E., Nehm, R. H., Pelletreau, K. N., et al. (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