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Below are relevant publications and presentations authored by former and current researchers in �������� Michigan University's Science and Mathematics Program Improvement. They are listed in descending order by publication date.

Publications

• Ruhf, R.J., Williams, C.T., Zelinsky, M.,and Becho, L.W. (2022). Barriers to Collecting Student Participation and Completion Data for a National STEM Education Grant Program in the United States: A Multiple Case Study. International Journal of STEM Education, 9, 30.
• Dai, P., Williams, C.T., Witucki, A.M., and Rudge, D.W. (2021). Rosalind Franklin and the Discovery of DNA: Using Historical Narratives to Help Students Understand Nature of Science. 30, 659–692.
• Walter, E.M., Beach, A.L., Henderson, C., Williams, C.T., & Ceballos-Madrigal, I. (2021). Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII). International Journal of Technology in Education (IJTE), 4(2), 166-199.
• Piazza, S.V., Williams, C.T., Protacio, M.S., David, V., Tigchelaar, M., Kuo, H.C. (2020). Improving Instruction for English Learners: A Professional Development Study Using SIOP. Journal of Teacher Education and Educators, 9(3), 383-405.

• Williams, C.T., and Rudge, D.W. (2019). Effects of Historical Story Telling on Student Understanding of Nature and Science. Science and Education, 1-29.

• Walter, E., Henderson, C., Beach, A., and Williams, C.T. (2016). Introducing the Postsecondary Instructional Practices Survey (PIPS): A Concise, Interdisciplinary, and Easy-to-Score Survey of Postsecondary Instructional Practices. CBE Life Sciences, 15(4), ar53.
• Williams, C.T. and Rudge, D.W. (2016). Using History of Genetics to Influence Pre-service Teachers' Nature of Science Views. Science and Education, 25(3), 407-427
• Williams, C.T., Walter, E., Henderson, C., and Beach, A. (2015). Describing Undergraduate STEM Teaching Practices: A Comparison of Instructor Self-report Instruments. International Journal of STEM Education, 2(1), 1-14.
• Williams, C.T. and Rudge, D.W. (2015). Mendel and the Nature of Science. American Biology Teacher 77(7), 492-499.
• Ruhf R.J., DeChano L. (2011). An Analysis of Two Inquiry-Based Physical Geography Teaching Modules Using a Classroom Lesson Observation Instrument Oriented Toward Inquiry-Based Approaches to Learning. Research in Geographic Education 13, 5-19.
• Petcovic, H., Ruhf R.J. (2007). Geoscience Conceptual Knowledge Pre-service Elementary Teachers: Results from the Geoscience Concept Inventory. Journal of Geoscience Education 56, 251-260.
• Jenness, M., Draze, D., and Laing, R. (2002). Report of Findings: National Science Foundation Early Childhood Materials Development Learning Community.
• Jenness, M. (2001). Review and Assessment of the Michigan Eisenhower Professional Development Program. October 1999 to June 2001.
• Barley, Z.A. and Phillips, C.P. (1998). Closing the gap for girls: Gender differences in teachers' technological attitudes and proficiency. Journal of Women and Minorities in Science and Engineering, 4, 249-267.
• Jenness, M. and Barley, Z.A. (1995). Using cluster evaluation in the context of science education reform. In R.G. O'Sullivan (Ed.), Emerging Roles of Evaluation in Science Education Reform. San Francisco: Jossey-Bass.

Presentations

• Williams, C.T., Wenger, A. (2022).  Evaluating the Effects of Field Schools on Emerging STEM Education Researchers. American Evaluation Association Annual Conference, New Orleans, LA, 7-12 November (Submitted)
• Petcovic, H., Bertman, S., Davis L, Kacmzarek S, Koch K, Long V, Ruhf R.J., Vellom P. (2022). Pathways to Science Teaching: Engaging Preservice K-12 Science Teachers in NGSS Science and Engineering Practices. Earth Educators’ Rendezvous. July; Twin Cities, Minnesota.
• Ruhf, R.J., Williams, C.T., Zelinsky, M., and Becho, L.W. (2021). An Exploration of Current Systems for and Barriers to Counting Students Served by the Advanced Technological Education Programs. American Evaluation Association Conference, Virtual, 8-12 November.
• Piazza, S.V., Williams, C.T., Protacio, M.S., & David, V. (2020). Examining the Quality of Evidence: Teacher Observation Research for English Learners. Literacy Research Association Virtual Conference, 2-5 December.
  
• Protacio, M.S., David V., Piazza, S.V., & WIlliams, C.T. (2020). K-12 Teachers Growth in Implementing the SIOP Model. National Development Director's Meeting, Virtual, 27-28 October. (Poster)
• Williams, C.T. (2020). Evaluating Partnerships as a Strategy for Enacting Change in K-12 STEM Education. American Evaluation Association Annual Conference, Virtual, 27-30 October.
• Petcovic, H., Davis, L. E., Bertman, S., Ellis T.D., Kaczmarek S.E., Koch K., Long, V., Ruhf R.J., Vellom P. (2019). Pathways to Science Teaching Immerses Preservice Teachers in Field-based Earth Science Research and K-8 Teaching. American Geophysical Union, December; San Francisco, California.
• Williams, C.T., Piazza, S., Protacio, S., David, V. (2019). “Building Classroom Observation Capacity during a Research Project on ESL Teacher Preparation”. American Evaluation Association Annual Conference, Minneapolis, MN, 11-16 November. (Poster).
• Williams, C.T. and Rudge, D.W. (2019) Exploring the effects of using historical stories during genetics instruction on student understanding of NOS. AERA Annual Conference, Toronto, Canada, 5-9 April.
• David, V., Protacio, M.S., Williams, C.T., Piazza, S., and Kuo, H. (2019). Investigating the effectiveness of a professional development program on task-based language teaching. AERA Annual Conference, Toronto, Canada, 5-9 April.
• Protacio, M.S., David, V., Kuo, H., Piazza, S. and Williams, C.T. (2019). "The good and the bad: Teacher's perspectives in engaging English learners' parents and families. AERA Annual Conference, Toronto, Canada, 5-9 April.
• Williams, C.T. and  Rudge, D.W. (2018). Effects of historical story telling on student understanding of NOS and Mendelian genetics. NARST Annual Conference, Atlanta, GA, 9-12 March.
• Sydlik, M.A., Williams, C.T., Ngulo, E. and Kasper, H. (2017). Translating complex data analysis into usable feedback for clients. American Evaluation Association Conference, Washington, D.C., 6-11 November.
• Ruhf, R.J., Everett, K., Zorn, R. (2017). Evaluating the Impacts of Mathematics and Science Partnership (MSP) Projects: An Example from Michigan. American Evaluation Association, November; Washington, District of Columbia.
• Williams, C.T. and Beach, A.L. (2016). How deep is your network? A social network analysis of faculty development collaborations. POD Annual Conference, Louisville, KY, 9-13 November.
• Walter, E.M., Williams, C.T., Kowalske, M.G., Henderson, C. and Beach, A. (2016). Comparing self-report and observational data: An investigation of faculty instructional practices. NARST Annual Conference, Chicago, IL, 11-14 April.
• Ruhf, R.J., Jenness, M., Oppliger, D. Evaluating Impact of Student Team-Based STEM Projects and Research: Successes and Challenges. American Evaluation Assocation. 2015 November; Chicago, Illinois.
• Williams, C.T., Walter, E.M., Henderson, C. and Beach. A. (2015). Describing undergraduate STEM teaching practices: A comparison of instructor self-report instruments. NARST Annual Conference, Chicago, IL, 11-14 April.
• Ruhf, R.J., Sydlik, M.A., Everett, K. (2012). Coming to the Tale Late: Taking Over an Evaluation That is Already in Progress. American Evaluation Association, October; Minneapolis, Minnesota.
• Ruhf R.J. (2011). The Challenges of Collecting Evaluative Data Across Long Distances Rather Than Face-To-Face. American Evaluation Association, November; Anaheim, California.
• Sydlik M.A., Everett K, Ruhf R.J. (2011) Pass the Aspirin: When Projects Become Headaches. American Evaluation Association, November; Anaheim, California.
• Ruhf R.J. (2011). What Role Should the Evaluator Take When a Project Is Off-Track?. American Evaluation Association, November; San Antonio, Texas.