A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses by Alzen, Jessica L., Langdon, Laurie S., Otero, Valerie K.

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Creating Shared Understanding in Statistics and Data Science Collaborations by Vance, Eric A., Alzen, Jessica L., Smith, Heather S.

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Training Interdisciplinary Data Science Collaborators: A Comparative Case Study by Alzen, Jessica L., Trumble, Ilana M., Cho, Kimberly J., Vance, Eric A.

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Characterizing relationships between collective enterprise and student epistemic agency in science: A comparative case study by Alzen, Jessica L., Edwards, Kelsey, Penuel, William R., Reiser, Brian J., Passmore, Cynthia, Griesemer, Chris D., Zivic, Aliza, Murzynski, Christina, Buell, Jason Y.

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Making Inferences About Teacher Observation Scores Over Time by Briggs, Derek C., Alzen, Jessica L.

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The Implications of Reduced Testing for Teacher Accountability by Alzen, Jessica L., Fahle, Erin M., Domingue, Benjamin W.

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Teaching Statistics and Data Science Collaboration via a Community of Practice by Alzen, Jessica L., Cho, Kimberly J., Vance, Eric A.

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Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion by Alzen, Jessica L., Burkhardt, Amy, Diaz-Bilello, Elena, Elder, Eryn, Sepulveda, Alicia, Blankenheim, Audrey, Board, Lily

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Asking great questions by Vance, Eric A., Trumble, Ilana M., Alzen, Jessica L., Smith, Heather S.

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Examining Enactments of Project-based Learning in Secondary English Language Arts by Boardman, Alison G., Polman, Joseph L., Scornavacco, Karla, Potvin, Ashley Seidel, Garcia, Antero, Dalton, Bridget, Stamatis, Kristina, Guggenheim, Aaron, Alzen, Jessica L.

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The Content of Statistics and Data Science Collaborations: the QQQ Framework by Trumble, Ilana M, Alzen, Jessica L, House, Leanna L, Vance, Eric A

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