Cotner, S., P. Baepler and A. Kellerman. 2008. Scratch This!: The IF-AT as a technique for stimulating group discussion and exposing misconceptions. J. College Science Teaching March/April 48-53.
Cotner, S., B. Fall, S. Wick, J. Walker and P. Baepler. 2008. Instant Feedback Assessment Methods: Can we improve engagement, enjoyment, and preparation for exams in large-enrollment biology courses? Journal of Science Education and Technology 17: 437-443.
Crisp, K. M., M. Jensen, and R. Moore. 2007. Pros and cons of a group webpage design project in a freshman anatomy and physiology course. Advances in Physiology Education, 31, 343-346.
Jensen, M. and R. Moore. 2008. Reading trade books in a freshman biology course. American Biology Teacher, 70 (4), 206-211.
Jensen, M., R. Moore, J. Hatch, and L. Hsu. 2007. A scoring rubric for students’ responses to simple evolution questions: Darwinian components. American Biology Teacher, 69 (7), 394-400.
Jensen, M., R. Moore, and J. Connor. 2007. Predictors of success for freshman anatomy and physiology students. Human Anatomy and Physiology, Summer, 7-10.
Moore, R. and S. Cotner. 2009. Rejecting Darwin: The Occurrence & Impact of Creationism in High School Biology Classrooms. The American Biology Teacher, 71 (2).
Moore, R. and M.D. Decker. 2008. More than Darwin: An Encyclopedia of the People and Places of the Evolution-Creationism Controversy. Westport, CT: Greenwood Press.
Moore, R. and J. Moore. 2007. Evolution 101. Westport, CT: Greenwood Press.
Moore, R. 2007. The history of the evolution-creationism controversy and likely future developments. Pp. 11-30 in Jones, L. S. and M. J. Reiss (Eds.), Teaching about Scientific Origins: Taking Account of Creationism. New York: Peter Lang.
Moore, R. 2007. Diverse behaviors, diverse results: A motivation-based model for students’ academic outcomes. Pp. 129-143 in Hibgee, J., D. B. Lundell, and I. M. Duranczyk, (Eds.). Diversity and the Postsecondary Experience. Minneapolis, MN: Center for Research on Developmental Education and Urban Literacy.
Moore, R. & P. Jensen. 2008. Do students’ grades in high school biology accurately predict their grades in college biology? J. College Science Teaching, 37 (3), 62-65.
Moore, R. 2008. Creationism in the biology classroom: What do teachers teach and how do they teach it? American Biology Teacher, 70 (2), 79-84.
Moore, R. 2008. Are students’ performances in labs related to their performances in lecture portions of introductory science courses? J. College Science Teaching, 37 (3) 66-70.
Moore, R. 2008. Do students’ performances and behaviors in supporting courses predict their performances and behaviors in primary courses? Research and Teaching in Developmental Education, 23 (2), 40-50.
Moore, R. 2008. Academic procrastination and course performance among developmental education students. Research and Teaching in Developmental Education, 24 (2), 56-67.
Moore, R. and P. Jensen. 2008. Do policies that encourage better attendance in lab change students’ academic behaviors and performances in introductory science courses? Science Educator, 17 (1), 64-71.
Moore, R. 2008. Academic motivation and performance by developmental education students in an introductory biology course. J. Developmental Education, 31 (1), 24-33.
Moore, R. 2007. What are students taught about evolution? McGill Journal of Education, 42 (2), 177-188.
Moore, R. 2007. The differing perceptions of teachers and students regarding teachers’ emphasis on evolution in high school biology classrooms. American Biology Teacher, 69 (5), 268-272.
Moore, R. and P. Jensen. 2007. Are students’ behaviors in college classes conditioned by their experiences in high school? The Learning Assistance Review, 12 (2), 47-55.
Moore, R. and P. Jensen. 2007. Do open-book exams impede long-term learning in introductory biology courses? J. College Science Teaching, 36 (7), 46-49.
Moore, R. 2007. The evolution-creationism continuum in college biology classrooms.
Moore, R. 2007. Course performance, locus of control, and academic motivation among developmental education students. Research and Teaching in Developmental Education, 24 (1), 46-62.
Moore, R. and S. Cotner. 2008. Educational Malpractice: The Impact of Including Creationism in High School Biology Courses. Evolution: Education and Outreach.
Vodopich, D. and R. Moore. 2008. Biology Laboratory Manual. Dubuque, IA: McGraw-Hill Publishing.
Walker J.D., S. Cotner, P. Baepler, and M.D. Decker. 2008. A Delicate Balance: Integrating Active Learning into a Large Lecture Course, CBE Life Sci Educ, 7 (4): 361-367.
Wright, R., S. Cotner, and A. Winkel. Minimal impact of organic chemistry prerequisite on student performance in introductory biochemistry. Forthcoming in CBE-Life Sciences Education.
Rodriquez, E.M., T. Gamble, V. Hirt and S. Cotner. “Presence of chytrid fungus (Batrachochytrium dendrobatidis) at the headwaters of the Mississippi River, Itasca State Park, Minnesota.” Forthcoming in Herpetological Review.
Cotner, S. and R. Moore. “The Creationist down the Hall: Does it matter when teachers teach creationism?” Forthcoming in BioScience.
