Publications

Link to my Google Scholar profile.

5. Uminski, C. & Couch, B. A. (in prep.) Identifying factors associated with instructor implementation of three-dimensional assessments in undergraduate biology courses.

4. Newman, D. L., Uminski, C., & Wright, L. K. (2024). Student-generated analogies for learning about information flow. CourseSource, 11. https://doi.org/10.24918/cs.2024.14

3. Uminski, C., Burbach, S. M., & Couch, B. A. (2024). Undergraduate biology lecture courses predominantly test facts about science rather than scientific practices. CBE - Life Sciences Education, 23(2), ar19. https://doi.org/10.1187/cbe.23-12-0244

2. Uminski, C., Hubbard, J. K., & Couch, B. A. (2023). How administration stakes and settings affect student behavior and performance on a biology concept assessment. CBE - Life Sciences Education, 22(2), ar27. https://doi.org/10.1187/cbe.22-09-0181

1. Uminski, C. & Couch, B. A. (2021). GenBio-MAPS as a case study to understand and address the effects of test-taking motivation in low-stakes program assessments. CBE - Life Sciences Education, 20(2), ar20. https://doi.org/10.1187/cbe.20-10-0243