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Andrews, TC., Auerbach, AJJ., & Grant, EF. (2019). Exploring the relationship between teach knowledge and active-learning implementation in large biology courses. CBE-Life Sciences Education, 18(4), 17ar12; https://doi.org/10.1187/cbe.19-01-0010

Auerbach, AJJ, Andrews, TC. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: a large-scale qualitative investigation of instructor thinking. IJ STEM Ed 5, 19. https://doi.org/10.1186/s40594-018-0112-9

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Auerbach, AJJ. E. Schussler. (2017). A Vision and Change reform of introductory biology shifts faculty perceptions and use of active learning. CBE-Life Sciences Education, 16(4), https://www.lifescied.org/doi/10.1187/cbe.16-08-0258  

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Auerbach, AJJ. E. Schussler. (2017). Curriculum Alignment with Vision and Change Improves Student Scientific Literacy. CBE- Life Sciences Education, 16(2), 29. https://www.lifescied.org/doi/10.1187/cbe.16-04-0160

Auerbach, AJJ. E. Schussler. (2016). Instructor Use of Group Active Learning in an Introductory Biology Sequence. Journal of Science College Teaching, 45(5) 67. https://my.nsta.org/resource/?id=10.2505/4/jcst16_045_05_67