Prevost Lab at USF

McCourt, J.S., Andrews, T.C., Knight, J.K., Merrill, J.E., Nehm, R.H., Pelletreau, K.N., Prevost, L.B., Smith, M.K., Urbain-Lurain, M. and P.P. Lemons. What motivates biology instructors to engage and persist in teaching professional development? CBE-Life Sciences Education 16:ar54. doi: 10.1187/cbe.16-08-0241

Prevost L. B. 2017. Automated Written Assessments in Transforming STEM Education. Transforming Research in Undergraduate STEM Education (TRUSE). ST. Paul, MN

Macneill, B., M. Romero, A. Hoskinson, L.B. Prevost. 2017 Follow that carbon atom! Using machine learning to trace student understanding of the carbon cycle. Ecological Society of America 102nd Annual Meeting. Portland, OR.

​Carter, K., Prevost. L. 2017. Investigating text analysis models for scoring structure and function. 38th World Congress of the International Union of Physiological Sciences. Rio de Janeiro, Brazil

Carter, K., Prevost, L. 2017. Text analysis models for assessing understanding of structure and function. Transforming Research in Undergraduate STEM Education. St. Paul, MN. TRUSE 2017 poster final.pdf

​Carter, K., Prevost, L. 2017. Building text analysis models for scoring structure and function. Human Anatomy and Physiology annual meeting. Salt Lake City, UT HAPS 2017 poster final.pdf

Prevost, L. B., and P. P. Lemons. 2016. Step by Step: Biology Undergraduates’ Problem-Solving Procedures during Multiple-Choice Assessment. CBE-Life Sciences Education 15:ar71. doi:10.1187/cbe.15-12-0255​

Romero, M and L. Prevost. 2016. Do Models Matter? Comparing Concept Mapping and Simulations for Student Learning and Ecology Concepts. Society for Advancement of Biology Education Research Annual Meeting. Minneapolis, MN Romero SABER 2016 poster Final.pdf


Prevost, L. B., M. K. Smith, and J. K. Knight. 2016. Using student writing and lexical analysis to reveal student thinking about the role of stop codons in the central dogma. CBE Life Sciences Education 15:ar63. doi:10.1187/cbe.15-12-0267

​Carter, K. and Prevost, L. (2016). Investigating the Effect of Question Order on Student Understanding of Structure and Function. American Physiological Society Institute for Teaching and Learning. Madison, WI APS poster summer 2016 final.pdf

Pelletreau, K.N., Andrews, T., Armstrong, N., Bedell, M.A., Dastoor, F., Dean, N., Erster, S., Fata-Hartly, C., Guild, N., Greig, H., Hall, D., Knight, J.K., Koslowsky, D., Lemons, P.P., Martin, J., McCourt, J., Merrill, J., Moscarella, R., Nehm, R., Northington, R., Olsen, B., Prevost, L., Stoltzfus, J., Urban-Lurain, M., and Smith, M.K. 2016.
A clicker-based study that untangles student thinking about the processes in the central dogma. CourseSource. https://doi.org/10.24918/cs.2016.15

Weston, M., K. C. Haudek, L. Prevost, M. Urban-Lurain, and J. Merrill. 2015. Examining the Impact of Question Surface Features on Students’ Answers to Constructed-Response Questions on Photosynthesis. CBE-Life Sciences Education 14:ar19. doi:10.1187/cbe.14-07-0110 http://www.lifescied.org/content/14/2/ar19.abstract

Kim, H. S., L. Prevost, and P. P. Lemons. 2015. Students’ usability evaluation of a Web-based tutorial program for college biology problem solving. Journal of Computer Assisted Learning 31:362–377 http://onlinelibrary.wiley.com/doi/10.1111/jcal.12102/abstract
 
Carter, K., & Prevost, L. 2015. Assessing student understanding of core principle structure and function. Society for Advancement of Biology Education Research Annual Meeting. Minneapolis, MN SABER 2015 poster Carter.pdf

Romero, M., Carter, K., & Prevost, L. 2015. Assessing writing about matter and energy: Comparing text analysis and machine learning. Society for Advancement of Biology Education Research Annual Meeting. Minneapolis, MN SABER 2015 poster Romero.pdf

Prevost. L. 2015. Assessing student biological understanding using text analysis and machine learning. The Gordon Research Conference on Undergraduate Biology Education Research. Lewiston, ME Prevost GRC_poster_presentation.pdf

Prevost, L.B. 2015. Assessing student ecological understanding using text analysis and machine learning. The Ecological Society of America Annual Meeting. Baltimore, MD

McCourt, J., Andrews, T., Crumbs, T., Knight, J., Merrill, J., Merrill, S., Nehm, R., Pelletreau, K., Prevost, L., Smith, M., Urban-Lurain, M., & Lemons, P. Using faculty learning communities to promote the development of student-centered biology instructors.

Moscarella, R., Park, M., Steele, M., Pelletreau, K., Prevost, L., Smith, M., Knight, J., & Urban-Lurain, M. Insights into students’ thinking about the central dogma from the automated analysis of constructed response questions. 

Prevost, L.B. 2015. Assessing Student Writing Using Text Analysis: Understanding the Central Dogma. Virginia Tech. Blacksburg, VA. (Invited Seminar)


​Prevost, L.B. (2014). Exploring students' mental models of matter and energy transformation through lexical analysis of written assessments. Ecological Society of America annual meeting. presented at the 08/2014, Sacramento, CA: ESA.
Prevost_ESA_2014.pdf (276KB)

Prevost, L.B. (2014). Assessing students'ability to trace matter and energy using lexical analysis of written assessments. Society for Advancement of Biology Education Research annual meeting. presented at the 07/2014, Minneapolis, MN: SABER.
SABER_2014_presentation.pdf (179KB)

Voreis, J.S., Andrews, T.M., Federer, M.R., Knight, J. K., Merrill, J.E., Merrill, S., Nehm, R.H., Prevost, L.B., Smith, M.K., Urban-Lurain, M. & Lemons, P.P. (2014).
Investigating the Impact of Faculty Learning Communities on Biology Instructors. Society for the Advancement of Biology Education Research (SABER) Annual Meeting.
presented at the 07/2014, Minneapolis, MN: SABER.
 Voreis_SABERPoster_2014.pdf (634.28KB)

Urban-Lurain,M., Cooper, M., Haudek, K. C., Kaplan, J. J., Knight, J. K., Lemons, P. P., Lira, C.T., Merrill, J.E., Prevost, L.B., Smith, M.K., & Sydlink, M. (2014). 
Expanding a National Network for Automated Analysis of Constructed Response Assessments to RevealStudent Thinking in STEM. In ASEE Annual Conference.
presented at the 06/2014, Indianapolis, IN: ASEE.
http://www.asee.org/public/conferences/32/papers/9856/view

Weston, M., Haudek, K.C., Prevost, L.B., Merrill, J., & Urban-Lurain, M. (2014). Examining the Impact of Question Surface Features on Students' Answers to Constructed
Response Questions in Biology. MSU University Undergraduate Research and ArtsForum. presented at the 04/2014, East Lansing, MI: MSU UURAF.
Weston_UURAFposter_2014.pdf (507.5KB)


Prevost, L.B., Haudek, K. C., Cooper, M.,& Urban-Lurain, M. (2014). Computerized Lexical Analysis of Students’ Written Interpretations of Chemical Representations. In National Association of Research in Science Teaching Annual Conference. presented at the 04/2014, Pittsburgh, PA: NARST.
Prevost_NARST2014_paper.pdf (413KB)

Weston, M., Haudek, K. C., Prevost, L.B., Merrill, J. E., & Urban-Lurain, M. (2014). Examining the Impact of Question Surface Features on Students’ Answers to Constructed Response Questions in Biology. CREATE4STEM mini-conference. presented at the 02/2014, Michigan State University, East Lansing, MI: CREATE4STEM.
Weston_CREATE_2014_post.pdf (142.67KB)

Urban-Lurain, M., Prevost, L. B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Merrill, J. E. (2013). Using computerized lexical analysis of student writing to support just-in-time teaching in large enrollment STEM courses. Frontiers in Education. presented at the 10/2013, Oklahoma City: IEEE.
urban-lurain_fie_2013.pdf (563.47KB)

Prevost, L.B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Urban-Lurain, M. (2013). Using Computerized Lexical Analysis of Student Writing to Facilitate Just-in-Time-Teaching in Large Enrollment Biology Courses. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2013, Minneapolis, MN: SABER.
Prevost_SABER2013_Presentation.pdf (554.43KB)


​ Prevost, L.B., Haudek, K. C., Norton-Henry, E., Berry, M. C., & Urban-Lurain, M. (2013). Automated Text Analysis Facilitates Using Written Formative Assessments for Just-in-Time Teaching in Large Enrollment Courses. ASEE Annual Conference. presented at the 06/2013, Atlanta, GA: ASEE.
Retrieved from http://www.asee.org/public/conferences/20/papers/7131/view
Prevost_ASEE2013_Presentation.pdf (486.71KB)


Prevost, L.B., Knight, J., Smith, M. K., & Urban-Lurain, M. (2013). Student writing reveals their heterogeneous thinking about the origin of genetic variation in populations. In National Association on Research in Science Teaching. presented at the 04/2013, Rio Grande, Puerto Rico: NARST.
Prevost_etal_2013NARST_genetics_talk_0.pdf (181.23 KB) Prevost_2013NARST_paper.pdf (306.61KB)

Prevost, L.B., Haudek, K. C., Urban-Lurain, M., & Merrill, J.E. (2012). Examining student constructed explanations of thermodynamics using lexical analysis. In Frontiers in Education. presented at the 10/2012, Seattle, WA: Frontiers in Education.
Lexical_Analysis_of_Thermodynamics__Explanations_0.pdf (615KB)

Prevost, L.B., Knight, J., Smith, M. K., Haudek, K. C., Merrill, J.E., & Urban-Lurain, M. (2012). Using Lexical Analysis to Explore Students’ Written Responses to Genetics Concept Assessment-Derived Items. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2012, National Meeting of the Society for the Advancement of Biology Education Research: SABER.
Prevost_SABER_talk_2012_0.pdf (1.1MB)

Weston, M., Haudek, K. C., Prevost, L.B., Lyons, C., Urban-Lurain, M., Merrill, J. E., & Parker, J. M. (2012). How are students interpreting constructed response questions? Using computerized lexical analysis to identify key concepts in student writing. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2012, Minneapolis, MN: SABER.
Weston_et al_SABER_talk_2012_0.pdf (3.51MB)

Haudek, K. C., Prevost, L.B., Merrill, J. E., & Urban-Lurain, M. (2012). Lexical and qualitative analysis of students’ written responses and interviews explaining chemical functional group behavior in cellular biology. Society for the Advancement of Biology Education Research (SABER) Annual Meeting. presented at the 07/2012, National Meeting of the Society for Advancement of Biology Education Research: SABER.
saber_talk_jul13_2012_0.pdf (273.08KB)

Prevost, L. B. (2012). Insight into Student Thinking in STEM: Lessons Learned from Lexical Analysis of Student Writing. Transforming Research in Undergraduate STEM Education. presented at the 06/2012, St.Paul, MN: TRUSE.
PrevostL_poster_TRUSE2012_0.pdf (487.98KB)

Prevost, L.B., Haudek, K. C., Merrill, J.E., & Urban-Lurain,M. (2012). Deciphering Student Ideas on Thermodynamics Using Computerized Lexical Analysis of Student Writing. In American Society for Engineering Education. presented at the 06/2012, San Antonio, TX.
http://www.asee.org/public/conferences/8/papers/4747/view

Weston, M., Haudek, K. C., Prevost, L.B., Lyons, C., Urban-Lurain,M., & Merrill, J.E. (2012). How do biology undergraduates “explain” photosynthesis? Investigating student responses to different constructed response question stems. In NARST. presented at the 03/2012, Indianapolis: NARST.
Weston_NARST2012_paper_submit.pdf (163.15KB) NARST_presentation_Mar2012_final_0.pdf (1.07MB)

Weston, M., Haudek, K. C., Prevost, L.B., Lyons, C., Urban-Lurain, M., & Merrill, J.E. (2012). How do biology undergraduates "explain" photosynthesis? Investigating student responses to different constructed response question stems. Michigan State University East Lansing, MI.
Weston_UURAF_2012_0.pdf (663.29KB)

Prevost, L.B., Haudek, K. C., Merrill, J.E., & Urban-Lurain, M. (2012). Examining students' ability to apply thermodynamics concepts in biology: computerized lexical analysis reveals heterogeneous ideas. Minneapolis, MN.
Prevost_poster_SABER_2012_0.pdf (511.43KB)

Haudek, K. C., Prevost, L. B., Moscarella, R. A., Merrill, J. E., & Urban-Lurain, M. (2012). What are they thinking? Automated analysis of student writing about acid/base chemistry in introductory biology. CBE-LSE, 11(3).
doi:10.1187/cbe.11-08-0084

Prevost, L. B. (2012). Beyond Multiple Choice:Automated Analysis of student Writing Reveals Heterogeneous Student Thinking in STEM. University of Colorado, Boulder.
Prevost_LB_2012_CU_Boulder_DBER_presentation_0.pdf (979KB)