Maric, D., Fore, G.A., Nyarko, S.C., & Varma-Nelson, P. (2023). Measurement in STEM education research: a systematic literature review of trends in the psychometric evidence of scales. IJ STEM Ed 10, 39. https://doi.org/10.1186/s40594-023-00430-x
Nyarko, S. C., Fore, G. A. & Licht, K. (2023). The Role of Ethical Care in the Geosciences:Examining the Perspectives of Geoscience Undergraduates. Journal of Geoscience Education, 1-13. https://doi.org/10.1080/10899995.2023.2170621
Williamson, F.A, Rollings, A.J., Fore, G.A., Angstmann, J.L. & Sorge, B.H. (2023). Building capacity for socio-ecological change through the campus farm: a mixed-methods study, Environmental Education Research, 29:2, 212-231, DOI: 10.1080/13504622.2022.2070604
Fortner, S., Manduca, C., Ali, H., Saup, C. M., Nyarko, S. C., Othus-Gault, S., Perera, V., Tong, V. C. H., Gold, A., Furman, T., et al. (2022). Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science. Earth and Space Science Open Archive, 1-13.
Price, M.F., Coleman, M.A., Fore, G.A., Hess, J.L., Sorge, B.H., Hahn, T., Sanders, E., Nyarko, S.C.&Hatcher, J.A. (2022). The Integrating Community Engaged Learning through Ethical Reflection (ICELER) Faculty Learning Community Theory of Change and Annual Goals, Years 1-4. NSF Grant #1737157. https://hdl.handle.net/1805/29930
Nyarko, S. C. & Petcovic, H. L., (2022). Do Students Develop Teamwork Skills During Geoscience Fieldwork? A Case Study of a Hydrogeology Field Camp. Journal of Geoscience Education, DOI: 10.1080/10899995.2022.2107368.
Nyarko, S. C. & Petcovic, H. L., (2022). Essential Teamwork Skills: Perspectives of Environmental Geoscience Employers. Journal of Geoscience Education, 71(1), 20-32.
Sorge, B., Fore, G., Williamson, F., & Angstmann, J.L., (2022). The Role of Place Attachment and Situated Sustainability Meaning-Making in Enhancing Student Civic-Mindedness: A Campus Farm Example.
Sorge, B. H., Fore, G., Williamson, F., Angstmann, J., & Hensel, D. J. (2022). 148. Exploring the Impact of College Students' COVID-19-and Capitol Insurrection-Related Horizontal and Vertical Collectivism/Individualism on Emotional Reaction to Those Events. Journal of Adolescent Health, 70(4), S78.
Williamson, F., Rollins, A., Fore, G.A., Sorge, B.H., & Angstmann, J.L. (2022). Building Capacity for Socio-Ecological Change through the Campus Farm. Environmental Education Research, 29 (2), 212-231.
Hess, J.L., Lin, A., Fore, G.A., Hahn, T., & Sorge, B.H. (2021). Testing the Civic-Minded Graduate Scale in Science and Engineering: Principal Component Analysis followed by Confirmatory Factor Analyses. International Journal of Engineering Education, 37(1): 44-64.
Hess, J.L., Miller, S., Higbee, S., Fore, G.A., & Wallace, J. (2021). Empathy and ethical becoming in biomedical engineering education: A mixed methods study of an animal tissue harvesting laboratory. Australasian Journal of Engineering Education. https://doi.org/10.1080/22054952.2020.1796045
Donaldson, T., Fore, G.A., Filippelli, G.M., & Hess, J.L. (2020). A Systematic Review of the Literature on Situated Learning in the Geosciences: Beyond the Classroom. International Journal of Science Education.https://doi.org/10.1080/09500693.2020.1727060
Fore, G.A. &Hess, J.L. (2020). Operationalizing Ethical Becoming as a Theoretical Framework for Teaching Engineering Design Ethics. Science and Engineering Ethics. https://doi.org/10.1007/s11948-019-00160-w
Hazelton Jones, L., Weissbach, R., Meckley, J., Renguette, C., Sorge, B., Rothrock, M., Pflueger, R., Ice, D., & Dasgupta, A. (2020). Replication of a tutor-training method for improving interaction between writing tutors and STEM students. Praxis, 17(3).
Angstmann, J., Rollings, A. Sorge, B., Fore, G. (2019) A Pedagogical Framework for the Design and Utilization of Place-Based Experiential Learning Curriculum on a Campus Farm. The Journal of Sustainability Education, Journal of Sustainability Education, 20.
Chase, A. & Kline, G. (2019). Trends in STEM education assessment. Trends in Assessment. Wiley Publications. In press.
Chase, A., Rao, A.S., Lakmala, P., & Varma-Nelson, P. (2019). Beyond content knowledge: Transferrable skills connected to experience as a peer-leader in a PLTL program. Journal of Chemical Education. In Review.
Kowlaski, E., Chase, A., & Comitz, R. (2019). Evidence of learning for an inquiry-based multistep synthesis in an organic chemistry laboratory course. Journal of Chemical Education. In review.
Mutegi, JW., Sorge, B., Nunnaly, E., Fore, G., Gibau, G.S., Agarwal, M., Minner, D.E. (2019) “A Tale of Two Camps: A Mixed Methods Investigation into Racially Disparate Outcomes in a Nanotechnology Research Experience. Science Education.
Chase, A. (2018) Assessment institute insights – a report of the STEM education track of the 2017 assessment institute. Assessment Update. 30(3). 6-7
Christopher, L., William, A., Rao, A.S., Dale, A., Chase, A., Joshi, M.P., Krogg, W. & Abernathy, B. (2018). Engineering and informatics student multidisciplinary learning using 3D visualization and 3D display of radio frequency (RF) concepts. Frontiers in Education. San Jose, CA.
Hess, J. L., Chase, A., Fore, G. A., & Sorge, B. (2018). Quantifying Interpersonal Tendencies of Engineering and Science Students: A Validation Study. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 34(6), 1754-1767.
Hess, J.L.& Fore, G.A. (2018) A Systematic Literature Review of Engineering Ethics Interventions. Science and Engineering Ethics, 1-33.
Fore, G.A., Feldhaus, C.R., Sorge, B.H., Agarwal, M., Varahramyan, K. (2015). Learning at the Nano-Level: Accounting for Complexity in the Internalization of Secondary STEM Teacher Professional Development. Teaching and Teacher Education, 51: 101-112
Watt, J.X., Feldhaus, C.R., Sorge, B.H., Fore, G.A., Gavrin, A.D., Marrs, K.A. (2014). The effects of implementing recitation activities on success rates in a college calculus course.
