Stephanie M. Gardner

Purdue University West Lafayette — United States

Biochemistry, Genetics and Molecular Biology · Life Sciences

19h-index1.8kcitations73works0.62yr avg
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Research Topics

Genetics, Bioinformatics, and Biomedical Research(14), Science Education and Pedagogy(13), Innovative Teaching and Learning Methods(9), Education and Critical Thinking Development(9), Educational Strategies and Epistemologies(8)

Publications73 total

Executing a Strategic Plan and Demonstrating Impact: An Academic Medical Center’s Mid-Cycle Update
NEJM Catalyst·2025
The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
BioScience·2025Open Access
What is a hypothesis anyway? A synthesis of perspectives and implications for undergraduate biology education based on publications in PLOS biology
Journal of Biological Education·2025· 1 cited
GraphSmarts Assessments: Assess Graph Construction Competence of Biology Undergraduates
CourseSource·2025Open Access
Why ask why? Toward coordinating knowledge of proximate and ultimate explanations in physiology
AJP Advances in Physiology Education·2024Open Access
Unique Responsibilities and Challenges of the Lone Academic Medical Center
NEJM Catalyst·2024· 1 cited
Design and Impact of a Novel Rural Hospital Alliance
Southern Medical Journal·2024· 3 citedOpen Access
The importance of context and framing: Supporting undergraduate students apply physics knowledge in biology
Biophysical Journal·2024
Utilizing Generative AI With Second-Language Users and Bilingual Students
Advances in higher education and professional development book series·2023· 7 cited
Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation
CBE—Life Sciences Education·2023· 13 citedOpen Access
Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expression
CBE—Life Sciences Education·2023· 2 citedOpen Access
Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates’ Mechanistic Reasoning within the Context of Biofilm Development
Journal of Microbiology and Biology Education·2023· 3 citedOpen Access
A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking
Science & Education·2023Open Access
A scalable approach to undergraduate research in physics
arXiv (Cornell University)·2023Open Access
Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
2023· 1 cited
Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
2023· 2 cited
The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
Journal of Biological Education·2022· 2 cited
Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
Contributions from biology education research·2022· 2 cited
A Framework for Teaching and Learning Graphing in Undergraduate Biology
Contributions from biology education research·2022· 8 cited
Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
Contributions from biology education research·2022· 3 cited
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Frequent Co-authors

Margaret S. Pearle(7), Ralph V. Clayman(7), Peter A. Humphrey(6), Nancy Pelaez(6), Donata Oertel(5), Aakanksha Angra(5), Joel K. Abraham(5), Edward L. Bartlett(4), Young Tae Moon(4), Elspeth M. McDougall(4), Brittany J. Gasper(3), Jon J. Soble(3), Trevor R. Anderson(3), Elizabeth Suazo‐Flores(3), Susan Maruca(3), Eli Meir(3), Ala Samarapungavan(3), Kari Clase(3), Laurence O. Trussell(2), Stephen Y. Nakada(2)