Shofner, M. & Marbach-Ad, G. (2017). Group activity to enhance student collaboration, graph interpretation and peer evaluation in large enrollment classroom. Journal of Microbiology and Biology Education, 18(3).

Stevens, A. M., Smith, A. C., Marbach-Ad, G., Balcom, S. A., Buchner, J., Daniel, S. L., DeStefano, J. J., El-Sayed, N. M., Frauwirth, K., Lee, V. T., McIver, K.S., Melville, S. B., Mosser, D. M., Popham, D. L., Scharf, B. E., Schubot, F. D., Seyler, Jr. R. W., Shields, P. A., Song, W., Stein, D. C., Stewart, R. C., Thompson, K. V., Yang, Z, & Yarwood, S. A. (2017). Using a Concept Inventory to Reveal Student Thinking Associated with Common Misconceptions about Antibiotic Resistance. Journal of Microbiology and Biology Education, 18. 1281.

Marbach-Ad, G., and Rietschel, C. A. (2016). Case Study Documenting the Process by Which Biology Instructors Transition From Teacher-Centered to Learner-Centered Teaching. CBE- Life Science Education. 15(4), ar62

Marbach-Ad, G., Rietschel, C., Saluja, N., Carleton, K., & Haag, E. (2016). The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students. Journal of Microbiology and Biology Education.

Woodham, H. A., Marbach-Ad, G., Downey, G., Tomei, E. J. & Thompson, K. (2016). Enhancing Scientific Literacy in the Undergraduate Biology Laboratory Classroom. Journal of Microbiology and Biology Education

Marbach-Ad, G., Rietschel, C. & Thompson, K. (2016). Validation and application of the survey of teaching beliefs and practices for undergraduates (STEP-U): identifying factors associated with valuing important workplace skills among biology students. CBE- Life Science Education, 15(4) ar59.

Carleton, K., Rietschel, C. & Marbach-Ad, G. (2016). Group Active Engagements Using Quantitative Modeling of Physiology Concepts In Large Enrollment Biology Classes. Journal of Microbiology and Biology Education.

Haag, E & Marbach-Ad, G. (2016). Quantitative Modeling of Membrane Transport and Anisogamy by Small-Groups within a Large-Enrollment Organismal Biology Course. Journal of Microbiology and Biology Education

Veron, D. E., Marbach-Ad, G., Wolfson, J., & Ozbay, G. (2016). Assessing Climate Literacy Content in Higher Education Science Courses: Distribution, Challenges, and Needs. Chemistry, 64(27), 42.

Reeves, T., Marbach-Ad, G., Miller, K. R., Ridgway, J., Gardner, G. E., Schussler, E. E., Wischusen, W. A (2016). Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research. CBE-Life Sciences Education. 15(2), es2

Reeves, T. Marbach-Ad, G. (2016). Contemporary Test Validity in Theory and Practice: A Primer for Discipline-Based Education Researchers. CBE-Life Sciences Education, 15(1), rm1.

Marbach-Ad, G. (2015). The Use of Multiple Representations as a Tool in Biology Education: Evaluation and Implications for Teaching. Science & Education,

Schussler, E. E., Read, Q., Marbach-Ad, G., Miller, K., Ferzli, M. (2015). Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches. CBE-Life Sciences Education.

Marbach-Ad, G., Katz, P., & Thompson, K. V. (2015). The value of a disciplinary teaching certificate program for chemistry and biology graduate students. Journal on Centers for Teaching and Learning, 7, 24-52.

Marbach-Ad, G., Egan, L. C., & Thompson, K. V. (2015). A discipline-based teaching and learning center: A model for professional development. Dordrecht, Netherlands: Springer.

Marbach-Ad, G., Schaefer-Ziemer, K. L., Orgler, M., & Thompson, K. V. (2014). Science teaching beliefs and reported approaches within a research university: Perspectives from faculty, graduate students, and undergraduates. International Journal of Teaching and Learning in Higher Education, 26(2).

Lombardi, S. A., Hicks, R. E., Thompson, K. V., & Marbach-Ad, G. (2014). Are all hands-on techniques equally effective? Effect of plastic models, organ dissections, and virtual dissections on learning, retention, and perceptions. Advances in Physiology Education, 38(1), 80-86.

Marbach-Ad, G., Schaefer-Ziemer, K. L., Orgler, M., & Thompson, K. V. (2014). New instructors teaching experience in a research intensive university: Implications for professional development. Journal on Centers for Teaching and Learning, 5, 49-90.            

Thompson K.V., T.J. Cooke, W.F. Fagan, D. Gulick, D. Levy, K.C. Nelson, E.F. Redish, R.F. Smith, and J. Presson. Infusing Quantitative Approaches throughout the Biological Sciences Curriculum. International Journal of Mathematics Education in Science and Technology DOI: 10.1080/0020739X.2013.812754.

Thompson, K.V., J.A. Chmielewski, M.S. Gaines, C.A. Hrycyna, W.R. LaCourse, and C. Bauerle. 2013. Compentency-based reforms of the undergraduate biology curriculum: Integrating the physical and biological sciences. CBE–Life Sciences Education 12: 162-167.

Indorf, J.L., J. Chmielewski, C.A. Hrycyna, K.V. Thompson, W.R. LaCourse, and M.S. Gaines. The Times They Are a-Changin’: New Expectations in Undergraduate Pre-medical Education and Medical School Admissions. New Faces, New Expectations: A National Symposium (Proceedings).

Katz, P., McGinnis, J. R., Riedinger, K., Marbach-Ad, G., Dai, A. (2013). The influence of informal science education experiences on the development of two beginning teachers' science classroom teaching identity. Journal of Science Teacher Education, 24(8), 1357-1379.

Marbach-Ad, G., Schaefer, K. L. Kumi, B. C., Friedman, L. A. Thompson, K. V., Doyle, M. P. (2012). Prep Course for Chemistry Graduate Teaching Assistants at a Research University. Journal of Chemical Education, 89 (7), 865-872.

Marbach-Ad, G., Schaefer, K. L. & Thompson, K. V. (2012). Faculty Teaching Philosophies, Reported Practices, and Concerns inform the Design of Professional Development Activities of a Disciplinary Teaching and Learning Center. Journal on Centers for Teaching and Learning, 4, 119-137.

B. Booth Quimby, Kevin S. McIver, Gili Marbach-Ad, and Ann C. Smith. (2011). Investigating How Microbes Respond to Their Environment: Bringing Current Research into Pathogenic Microbiology Course. Journal of Microbiology & Biology Education, 12, 176-184.

Emilee Senkevitch, Gili Marbach-Ad, Ann C. Smith, and Wenxia Song. (2011). Using primary literature to engage student learning in scientific research and writing. Journal of Microbiology and Biology Education, 12, 144-151.

Hestness, E., McGinnis J. R., Riedinger, K., & Marbach-Ad, G. (2011). A Study of Teacher Candidates' Experiences Investigating Global Climate Change Education within an Elementary Science Methods Course. Journal of Science Teacher Education, 22, 351-369.

Kelly Riedinger, Gili Marbach-Ad, J. Randy McGinnis, Emily Hestness, & Rebecca Pease (2011). Transforming Elementary Science Teacher Education by Bridging Formal and Informal Science Education in an Innovative Science Methods Course. Journal of Science Education and Technology, 20, 51-64. 

Belward, S., K. Matthews, K. Thompson, N. Pelaez, C. Coady, P. Adams, V. Simbag, and L. Rylands. 2011. Applying mathematical thinking: the role of mathematicians and scientists in equipping the new generation scientist. DELTA Communications (in press).

Lisa Injaian, Ann Smith, Jennifer German Shipley, Gili Marbach-Ad, & Brenda Fredericksen. Antiviral Drug Research Proposal Activity. (2011). Journal of Microbiology & Biology Education, 12, 18-28.

Gili Marbach-Ad, J. Randy McGinnis, Rebecca Pease, Amy Dai, Kelly A Schalk, and Spencer Benson. (2010). Clarity in Teaching and Active Learning in Undergraduate Microbiology Course For Non-Majors.
Bioscene, 35(2), 3-9.

Beth Parent, Gili Marbach-Ad, Karen V. Swanson, Ann C. Smith. (2010). Incorporating a Literature-based Learning Approach into a Lab Course to Increase Student Understanding. Bioscene, 35(2), 34-40.

Gili Marbach-Ad, Patricia A. Shields, Bretton W. Kent, Bill Higgins, Katerina V. Thompson. (2010). Team Teaching of a Prep Course for Graduate Teaching Assistants. The Journal of Graduate Teaching Assistant Development, 13, 44-58.

Katerina V. Thompson, Kären C. Nelson, Gili Marbach-Ad, Michael Keller, and William F. Fagan. (2010). Online, interactive teaching modules enhance quantitative proficiency of introductory biology students. CBE--Life Sciences Education, 9, 277-283.

Gili Marbach-Ad, J. Randy McGinnis, Rebecca Pease, Amy Dai, Spencer Benson, and Scott Jackson Dantley. (2010). Transformative Undergraduate Science Courses for Non-Majors at a Historically Black Institution and at a Primarily White Institution. Science Education International, 21, 252-271.

Marbach-Ad, G., McAdams, K., Benson, S., Briken, V., Cathcart, L., Chase, M., El-Sayed, N., Frauwirth, K., Fredericksen, B., Joseph , S., Lee, V., McIver, K., Mosser, D., Quimby, B., Shields, P., Song, W., Stein, D., Stewart, R., Thompson, K., & Smith, A. (2010). A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development. CBE--Life Sciences Education (CBE-LSE), 9, 408-436.

Marsteller, P., L. de Pillis, A. Findley, K. Joplin, J. Pelesko, K. Nelson, K. Thompson, D. Usher, and J. Watkins. 2010. Toward integration: From quantitative biology to mathbio-biomath? CBE-Life Sciences Education 9: 165-171. 

K. Nelson, G. Marbach-Ad, K. Thompson, P. Shields, W. Fagan. (2009).MathBench Biology Modules: Web-based math for all biologyundergraduates. Journal of College Science Teaching 38: 34-39.

G. Marbach-Ad, J. R. McGinnis, R. Pease, A. Dai, K. A Schalk, and S. Benson. (2009).Promoting Science for All by Way
of Student Interest in Anundergraduate Microbiology Course For Non-Majors. Journal ofMicrobiology & Biology Education 10: 57-66.

G. Marbach-Ad, V.Briken, N. M. El-Sayed, K. Frauwirth, B. Fredericksen, S. Hutcheson, L.Gao, S. Joseph, V. Lee, K. S. McIver, D. Mosser, B. B. Quimby, P.Shields, W. Song, D. C. Stein, R. T. Yuan and A. C. Smith. (2009).Assessing Student Understanding of Host Pathogen Interactions Using aConcept Inventory. Journal of Microbiology & Biology Education 10:43-50.

Marbach-Ad, G. (2009). From misconceptions to concept inventories. Focus on Microbiology Education, 15(2): 4-6.

Schalk, K., J. R. McGinnis, J. R. Harring, A. Hendrickson, and A. C.Smith. (2009). The Undergraduate Teaching Assistant Experience OffersOpportunities Similar to the Undergraduate Research Experience. J.Microbiol. Biol Educ. Vol 10.

Thompson, K.V. and W.J. Higgins. (2007). The Catalyst Seminar. In:Designing, Implementing, and Sustaining a Research-Supportive Undergraduate Curriculum: A Compendium of Successful Curricular Practices from Faculty and Institutions Engaged in Undergraduate Research (K.K. Karukstis and T. Elgren, eds.), pp. 258-259. Washington,D.C.: Council on Undergraduate Research.

Marbach-Ad, G., V. Briken, K. Frauwirth, L.-Y. Gao, S.W. Hutcheson,S.W. Joseph, D. Mosser, B. Parent, P. Shields, W. Song, D.C. Stein, K.Swanson, K. V. Thompson, R. Yuan, A.C. Smith. (2007). A faculty teamworks to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology. CBE - Life Sciences Education 6: 155-162.

Guthrie, J.T., A. Wigfield, N.M. Humenick, K.C. Perencevich, A.Taboada, and P. Barbosa. (2006). Influences of Stimulating Tasks on Reading Motivation and Comprehension. Journal of Educational Research 99: 232 - 246.

Russo, T., & Benson, S. (2005). Learning with Invisible Others:Perceptions of Online Presence and their Relationship to Cognitive and Affective Learning, Educational Technology & Society 8 (1): 54-62.

Smith, A.C., Stewart, R., Shields, P., Hayes-Klosteridis, J., Robinson,P., and Yuan, R. (2005). Introductory Biology Courses: A framework tosupport active learning in large enrollment introductory science courses. J Cell Biology Education 4:143-156.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada,A., Davis, M. H., Scaffidi, N. T., and Tonks, S. (2004). Increasing Reading Comprehension, Motivation and Strategies Through Concept-Oriented Reading Instruction. Journal of Educational Psychology 96: 403-423.

Barbosa, P. and Alexander, L. (2004). Science Inquiry in the CORE Framework. In: Motivating Reading Comprehension. Concept-Oriented Reading Instruction. (Guthrie, J. T., Wigfield, A., & Perencevich,K. E., eds.). pp. 113-141. Lawrence Erlbaum Associates, Inc. Mahwah, NJ.

Benson, S. (2004). Using Assessment to Foster Student Learning. Focus on Microbiology Education

Armstrong, E. and K. Thompson. (2003). Strategies for increasing minorities in the sciences: A University of Maryland, College Park,model. Journal of Women and Minorities in Science and Engineering 9:159-167.

Benson, S. (2003). The Role of Connections in Teaching and Learning. Focus on Microbiology Education.
Hastings,A., and M. A. Palmer. 2003. Mathematics and biology: A bright future for biologists and mathematicians? Science 299:5615

Armstrong, E. (2002). Mentoring success: a challenge to the stereotypic admission process. American Women in Science Magazine31(3): 23-25.

M. P. Doyle, (2002). "Academic Excellence - The Role of Research," J. Chem. Educ., 79, 1038-1045.
Benson, S. 2001. Defining the Scholarship of Teaching and Learning in Microbiology. Focus on Microbiology Education.

Yuan, R. T. and S. A. Benson. (2000). Research and Teamwork at the Frontiers of Learning. New Directions for Higher Education, 109:51-57

Yuan, R. T. and S. A. Benson. (2000). Research and Team Work at the Frontiers of Learning. In: Involving Commuters Students in Learning (B.Jacoby ed.) Jossey-Bass, San Francisco, CA. pp. 51-59

Yuan, R.T., S.A. Benson, S. Chilcoate, V. Diep. (1997). Can we Introducing cultural diversity into microbial education. Focus on microbial education.

Yuan, R.T., S.A. Benson, S. Chilcoate, V. Diep. (1997). Introducing cultural perspectives into microbial education. ASM News

Yuan, R. T. and S. A. Benson (1995). Modern microbiology for non majors: Teaching relevance. ASM News 61: 27-30.

Yuan, R., Benson, S.A., and Glick, L., (1994). Teaching Management Skills to Science Students: Creating a Virtual Workplace. Technology Management 1, 107-118.

M.P. Doyle and B.F. Plummer. (1993). "Replacing Mineral Acids in the Laboratory. Nafion® NR50 Catalyzed Dehydration and Esterification Reactions," J. Chem. Educ., 70, 493-495.

M.P. Doyle (1992). "The Future of Chemistry Education in the United States," Boletin Soc. Chilena Quim., 37, 251-257.