Current Research

Our research focuses broadly on the mechanisms by which scientific expertise is developed in students.  Current projects include  (1) students’ visualization skills in biochemistry and molecular biology, and (2) the role of classroom assessment in supporting the development of scientific expertise.


Arneson, J.B. and Offerdahl, E.G. (2018). Visual literacy in Bloom: Using Bloom’s Taxonomy to support visual learning skills, CBE – Life Sciences Education, 17(1), ar7. DOI: 10.1187/cbe.17-08-0178  PDF

Offerdahl, E.G., Arneson, J.B., and Byrne, N. (2017). Lighten the load: Scaffolding visual literacy in biochemistry and molecular biology, CBE – Life Sciences Education, 16(1).  DOI:10.1187/cbe.16-06-0193  PDF

Goff, E., Reindl, K, Johnson, C, McClean, P, Offerdahl, E, Schroeder, N, and White, A. (2017). Learning about chemiosmosis and atp synthesis with animations outside of the classroom, J. Microbiol. Biol. Educ. 18(1).  doi:10.1128/jmbe.v18i1.1223  Full-Text

Goff, E.E., Reindl, K.M., Johnson, C., McClean, P., Offerdahl, E.G., Schroeder, N.L., and White, A. R. (2017). Efficacy of a meiosis learning module developed for the Virtual Cell Animation collection, CBE – Life Sciences Education, 16(1).  DOI: 10.1187/cbe.16-03-0141  Full-Text

Goff, E.E., Reindl, K.M., Johnson, C., McClean, P., Offerdahl, E.G., Schroeder, N.L., and White, A. R. (2017). Variation in external representations as part of the classroom lecture: An investigation of virtual cell animations in introductory photosynthesis instruction, Biochemistry & Molecular Biology Education, 45, 226-234.  DOI: 10.1002/bmb.21032

Offerdahl, E.G., Momsen, J.L., and Osgood, M. (2014). Commentary: PhD in biochemistry education – 5 years later, Biochemistry & Molecular Biology Education, 42(2), 103-105.  DOI: 10.1002/bmb.20768 Full-text

Offerdahl, E.G. and Montplaisir, L. (2014). Student-generated reading questions: Diagnosing student thinking with diverse formative assessments, Biochemistry & Molecular Biology Education, 42(1), 29-38 . DOI: 10.1002/bmb.20757 Full-text

**Selected for the “Best of 2014” for research on the scholarship of teaching and learning on Faculty Focus

Momsen, J.L., Offerdahl, E.G., Kryjevskaia, M., Montplaisir, L., Anderson, E., and Grosz, N. (2013). Using assessments to investigate and compare the nature of learning in undergraduate science courses, CBE – Life Sciences Education, 12(2), 239-349. DOI: 10.1187/cbe.12-08-0130 Full-text

Lauer, S., Momsen, J.L., Offerdahl, E.G., Kryjevskaia, M., Christensen, W. & Montplaisir, L. (2013). Stereotyped: Investigating gender in introductory science courses, CBE – Life Sciences Education, 12(1), 30-39. DOI: 10.1187/cbe.12-09.0133 Full-text

Offerdahl, E.G. & Impey, C. (2012). Assessing general education science courses:  A portfolio approach, J. Coll. Sci. Teach.41(5), 19-25.

Offerdahl, E.G., Balser, T., Dirks, C., Miller K., Momsen, J., Montplaisir, L., Osgood, M., Sirum, K, Wenderoth, M.P., Wood, W., Withers, M. & Wright, R. (2011).  Meeting report: Society for the advancement of biology education research (SABER), CBE-Life Sciences Education, 10(1),11-13. doi: 10.1187/cbe.10-11-0135 Full-Text

Offerdahl, E. G. & Tomanek, D. (2011). Changes in instructors’ assessment thinking related to experimentation with new strategies.Assessment & Evaluation in Higher Education, doi:10.1080/02602938.2010.488794, iFirst Article early view

Miller, M., Montplaisir, L., Offerdahl, E., Cheng, F., & Ketterling, G. (2010). Comparison of views of the nature of science between natural science and nonscience majors, CBE Life Sci Educ, 9(1), 45-54. DOI: 10.1187/cbe.09-05-0029 PDF

Baldwin, T.O., Elfring, L., & Offerdahl, E. (2008). Ph.D. in biochemistry (education)!, Biochemistry and Molecular Biology Education38(4), 251-252. PDF

Offerdahl, E.G., Baldwin, T., Elfring, L, Vierling, E., & Ziegler, M. (2008). Reading questions in large-lecture courses: Limitations and unexpected outcomes, J. Coll. Sci. Teach. 37(4), 43-47. PDF

Offerdahl, E.G., Morrow, C. A., Prather, E. E., & Slater, T. F. (2005). Journey across the disciplines: A foundation for scientific communication in bioastronomy. Astrobiology, 5(5), 651-657.

Offerdahl, E. G., Prather, E. E, & Slater, T. F. (2004). Emphasizing astrobiology: Highlighting communication in an elective course for science majors. J. Coll. Sci. Teach. 34(3), 30-34.

Offerdahl, E. G., Prather, E. E., & Slater, T. F. (2002). Students’ pre-instructional beliefs and reasoning strategies about astrobiology concepts. Astronomy Education Review, 1(2), 5-27. doi:10.3847/AER2002002 Read Online

Prather, E. E., Offerdahl, E. G., & Slater T. F. (2002). Hints of a fundamental misconception in cosmology. Astronomy Education Review, 1(2), 28-34. doi:10.3847/AER2002003 Read Online

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