Publications
2025
Bennie, J., Zhang, K., Yeh, P., Gill, J. C., Crowley, L., Bauer, M., & Graham, M. J. (2025) Student interest development in course-based undergraduate research experiences (CUREs): a longitudinal case study analysis. Frontiers in Education, 10.
2024
Buckley, J., Bennie, J., Gill, J., Panos, J., & Graham, M.J. (2024). Paths to Change: A reference framework for evaluating the Vision and Change movement in biology education. STEM Program Evaluation & Research Laboratory. https://dx.doi.org/10.6084/m9.figshare.28700246
Monti, D. L., Gill, J. C., Adair, T. L., Adams, S. D., Ahumada-Santos, Y. P., Amaya, I., … & Sivanathan V. (2024). An inclusive Research and Education (iREC) model to facilitate undergraduate science education reform. Frontiers in Education, 9.
Reeves, P. M., Bauer, M., Gill, J. C., Wang, C., Hanauer, D. I., & Graham, M. J. (2024). More frequent utilization of evidence-based teaching practices leads to increasingly positive student outcomes. Frontiers in Education, 9.
Zhu, Y., Wang, C., Hanauer, D.I., & Graham M.J. (2024). Course-based undergraduate research experiences (CUREs) and student interest development: a longitudinal study investigating the roles of challenge, frustration, and meaning making. Studies in Higher Education, 1–16.
2023
Burmeister, A., Bauer, M., & Graham, M.J. (2023). A Classification of Features Across Five Course-Based Undergraduate Research Experience (CURE) Networks Reveals Opportunities to Improve Course Design, Instruction, and Equity. Journal of Microbiology and Biology Education, 24(1).
Reeves, P.M., Cavanagh,. A.J., Bauer, M., Wang C., Graham, M.J. (2023). Cumulative Cross Course Exposure to Evidence-Based Teaching is Related to Increases in STEM Student Buy-In and Intent to Persist. College Teaching, 71(1), 66-74.
2022
Hanauer, D. I., Graham, M. J., Arnold, R. J., Ayuk, M. A., Balish, M. F., Beyer, A. R., … & Sivanathan, V. (2022). Instructional Models for Course-Based Research Experience (CRE) Teaching. CBE—Life Sciences Education, 21(1), ar8.
Hanauer, D.I., Graham, M.J. Jacobs-Sera D., Garlena, R.A., Russell, D.A., Sivanathan, V., Asai D.J., Hatfull G.F. (2022). Broadening Access to STEM through Community College: Investigating the Role of Course-Based Research Experiences (CRES). CBE—Life Science Education, 21(1).
2021
Burmeister, A. R., Dickinson, K., & Graham, M. J. (2021). Bridging Trade-Offs between Traditional and Course-Based Undergraduate Research Experiences by Building Student Communication Skills, Identity, and Interest. Journal of Microbiology & Biology Education, 22(2), e00156-21.
Chen, X., Redden, J.M., Bobrownicki, A., Gill, J., & Graham, M.J. (2021). Using Pathway Modeling to Evaluate and Improve Student-Centered Teaching Practices in Co-Taught College Science Courses. CBE-Life Science Education, 20(2), es5.
Redden, J., Gill, J., Bobrownicki, A., Graham, M.J., Chen, X. (2021) Using a Course Pathway Model to Evaluate and Improve a Student-Centered, Co-Taught Anatomy and Physiology Course. The FASEB Journal, 35(S1).
2020
Burmeister, A.R., Dickinson, K., & Graham, M.J. (2020). CUREs During and Beyond COVID-19. Preprints.
Durham, M.F., Aragon, O.R., Bathgate, M.E., Bobrownicki, A., Cavanaugh, A.J., Chen, Xinnian, Trochim, William M., Waterhouse, Jonathan K., Graham, Mark J., & Couch, Brian A. (2020). Benefits of a College STEM Faculty Development Initiative: Instructors Report Increased and Sustained Implementation of Research-Based Instructional Strategies. Journal of Microbiology & Biology Education, 21 (2).
Reeves, P. M., Bobrownicki, A., Bauer, M., & Graham, M.J. (2020). Communicating Complex STEM Program Evaluation to Diverse Stakeholders. CBE-Life Sciences Education, 19(4), 1-9.
Wang, C., Bauer, M., Burmesiter, A., Hanauer, D.I., Graham, M.J. (2020) College Student Meaning Making and Interest Maintenance during COVID-19: From Course-Based Undergraduate Research Experience (CUREs) to Science Learning Being Off-Campus and Online. Frontiers in Education, 5(1).
2019
Bathgate, M., Aragon, O.R., Cavanagh, A.J., Waterhouse, J., Frederick, J., & Graham, M.J. (2019). Supports: A Key Factor in Faculty Implementation of Evidence-Based Teaching. CBE-Life Sciences Education, 18(2).
Bathgate, M., Aragon, O.R., Cavanagh, A.J., Waterhouse, J., Frederick, J., & Graham, M.J. (2019). Perceived supports and evidence-based teaching in college STEM. International Journal of STEM Education, 6(11).
2018
Aragon, O.R., Eddy, S.L., & Graham, M.J. (2018). Faculty Beliefs about Intelligence are Related to the Adoption of Active Learning Practices. CBE-Life Sciences Education, 17(3), ar47.
Cavanagh, A.J., Chen, X., Frederick, J., Hanauer, D.I., & Graham, M.J. (2018). Trust, Growth Mindset, and Student Commitment to Active Learning in a College Science Course. CBE-Life Sciences Education, 17(1), ar10.
Corwin, L.A., Dolan, E.L., Graham, M.J., Hanauer, D.I., & Paleaz, N. (2018). The Need to Be Sure about CUREs: Discovery and Relevance as Critical Elements of CUREs for Non-Majors. Journal of Microbiology and Biology Education, 19(3).
2017
Hanauer, D.I, Graham, M.J., SEA-PHAGES, Betancur, L., Bobrownicki, A., Cresawn, S.G., Garlena, R.A., Jacobs-Sera, D., Kaufmann, N., Pope, W.H., Russell, W.R. Jacobs, D.A., Sivanathan, V., Asai, D.J., & Hatfull, G.F. (2017). An inclusive Research-Education Community (iREC): Impact of the SEA-PHAGES program on research outcomes and student learning. Proceedings of the National Academy of Science (PNAS), 114(51), 13531-13536.
Aragon, O.R., Dovidio, J.F., & Graham, M.J. (2017). Colorblind and multicultural ideologies, and faculty adoption of inclusive teaching practices. Journal of Diversity in Higher Education, 10(3), 201-215.
Margolis, C.Z., Rohrbaugh, R.M., Tsang, L., Fleischer, J., Graham, M.J., Kellett, A., & Hafler, J.P. (2017). Student Reflection Papers on a Global Clinical Experience: A Qualitative Study. Annals of Global Health, 83(2), 333-338.
2016
Cavanagh, A.J., Aragon, O.R., Chen, X, Couch, B, Durham, M., Bobrownicki, A., Hanauer, D.I., & Graham, M.J. (2016). Student Buy-in to Active Learning in a College Science Course. CBE-Life Science Education, 15(4), ar76.
Hanauer, D.I., Graham, M.J., & Hatfull, G.F. (2016). A Measure of College Student Persistence in the Sciences (PITS). CBE-Life Sciences Education, 15(4), ar29.
Moss-Racusin, C., van der Toorn, J., Dovidio, J.F., Brescoll, V.L., Graham, M.J., & Handelsman, J. (2016). A “Scientific Diversity” Intervention to Reduce Life Scientists’ Gender Biases. CBE-Life Science Education, 15(3), ar29.
2015
Couch, B.A., Brown, T.L., Schelpat, T.J., Graham, M.J., & Knight, J.K. (2015). Scientific Teaching: Defining a Taxonomy of Observable Practices. CBE-Life Sciences Education, 14(1), 1-12.
Corwin, L.C., Graham, M.J., Dolan, E.L. (2015). Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation. CBE-Life Sciences Education, 14(1), es1.
Gross, D., Pietri, E.S., Anderson, G., Moyano-Camihort, K., & Graham, M.J. (2015). Increased Pre-Class Preparation Underlies Student Outcome Improvement in the Flipped Classroom. CBE-Life Science Education, 14(4), ar36.
2014
Auchincloss, L.C., Laursen, S.L., Branchaw, J.L., Eagan, K., Graham, M., Hanauer, D.L., Lawrie, G., McLinn, C.M., Paleaz, N., Rowland, S., Towns, M., Trautmann, N.M., Varma-Nelson, P., Weston, T.J., & Dolan, E.L. (2014). Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report. CBE-Life Sciences Education, 13(1), 29-40.
Moss-Racusin, C., van der Toorn, J., Dovidio, J., Brescoll, V., Graham, M.J., & Handelsman, J. (2014). Scientific Diversity Interventions. Science, 343(6171), 615-616.
2013
Graham, M.J, Frederick, J, Byers-Winston, A., Hunter, A-B., & Handelsman, J. (2013). Increasing Persistence of College Students in STEM. Science, 341 (6153), 1455-1456.
2012
Moss-Racusin, C., Dovidio, J., Brescoll, V., Graham, M.J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academies of Science, 109(41), 16474-16479.
Presentations
2025
Bennie, J., Panos, J., Zhang, K., Yeh, P., Morgan, M., Chen, X., Withers, M., & Graham, M. J. (2025). A developmental model to understand instructor implementation of evidence-based teaching practices. Society for the Advancement of Biology Education Research Meeting, Rochester, USA.
2024
Buckley, J., Bennie, J., Gill, J., Panos, J., & Graham, M.J. (2024). Evaluating Vision & Change in undergraduate biology education using a pathway model approach. Society for the Advancement of Biology Education Research Meeting, Rochester, USA.
Bennie, J., Buckley, J., Gill, J., Panos, J., & Graham, M.J. (2024). Evaluating Vision & Change in undergraduate biology education using a pathway model approach. NSF Improving Undergraduate STEM Education (IUSE) Summit, Washington, USA.
Graham, M. J., Buckley, J., Bennie, J., Gill, J. C., & Panos, J. (2024) Evaluating Vision & Change using pathway models. NSF Improving Undergraduate STEM Education (IUSE) Summit, Washington, USA.
Graham, M. J. (2024). Defining and measuring college STEM student trust in their instructor using a process model approach. NSF Education Core Research Conference.
Zhang, K., Gill, J., Crowley, L. Zhu, Y., Bennie, J., & Graham, M.J. (2024). Refining a model for college student buy-in to evidence-based teaching practices. Society for the Advancement of Biology Education Research Annual Meeting, Minnesota, USA.
Zhang, K., Gill, J., Zhang, T., Crowley, L., Wagner, H., Bennie, J., Hanauer, D., Chen, X., & Graham, M.J. (2024). Defining and measuring college STEM student trust in their instructor using a process model approach. Society for the Advancement of Biology Education Research Annaul Meeting, Minnesota, USA.
2022
Graham, M.J. Trust. Host: Dan Boffa, M.D.. Department of Thoracic Surgery, Yale University
2021
Burmeister, A., Bauer, M., and Graham, M.J. (2021). Using a CURE Taxonomy for the Biological Sciences to Generate Ideas for Improving Equity. American Society for Microbiology Conference for Undergraduate Educators. Online conference.
Graham, M.J. (2021). College Student Meaning Making and Interest Maintenance during COVID-19. American Association for the Advancement of Science.
Graham, M.J. (2021) Institutional Responses to COVID: The Impact on Undergraduate STEM Education. American Association for the Advancement of Science.
2020
Burmeister, A., Bauer M., and Graham, M.J. (2020, October). Course-Based Undergraduate Research During and Beyond COVID-19. Association for College and University Biology Educators. Online conference.
2019
Bathgate, M., Chen, X., Graham, M.J., Frederick, J. (2019). Supports and Barriers of Inclusivity in STEM College Classrooms. The American Education Research Association (AERA) Annual Meeting. Toronto, Canada.
Bauer, M., Graham, M.J., Hill, L.B., Austin, A.E., & Speltz, K. (2019, April). Building Evaluation Capacity and Infrastructure throughout a National Network of Future STEM Faculty Training Programs. American Educational Research Association (AERA) Annual Meeting, Toronto, Canada.
Graham, M. J. (2019, June). Impact of the Summer Institutes on Faculty Teaching and Student Learning. Gordon Conference on Undergraduate Biology Education Research, Bates College, ME.
Graham. M.J. (2019). Transforming Higher Education: Multidimensional Evaluation of Teaching. Knowledge Exchange Meeting, Charlotte, NC. (NSF-funded project).
Weaver, G. Greenhoot, A., Finkelstein, N., Austin, A. & Graham, M.J. (2019). Transforming the Evaluation of Teaching to Improve Student Learning. Accelerating Systematic Change Network (ASCN) Annual Meeting. Pittsburgh, PA.
2018
Bauer, M., & Graham, M.J. (2018). Research in and on CIRTL: Mapping of Programs. CIRTL Network Meeting at Yale University, New Haven, CT.
Bauer, M., & Graham, M.J. (2018). Leveraging Summer Institutes Evaluation for Institutional Change. Summer Institutes on Scientific Teaching Leaders Meeting at Yale University, New Haven, CT.
Graham, M.J., Hill L., Woods, L. (2018).Mapping Learning Communities: Using Models to Measure Approach. Center for the Integration of Research, Teaching, and Learning (CIRTL) bi-annual meeting. University of Wisconsin, Madison, WI.
Graham, M.J. (2018). Summer Institutes Program Evaluation Model, Drexel University, Philadelphia, PA.
Graham, M.J. (2018). Summer Institutes Program Evaluation Model, University of Michigan, Ann Arbor, MI.
Graham, M.J. & Burmeister, A. (2018). Evaluating Course-Based Undergraduate Research Experiences (CUREs). Southern Connecticut State University, New Haven, CT.
2017
Graham, M.J., Bathgate, M., Bobrownicki, A., Cavanagh, A., Manweiler, J., Waterhouse, J., Frederick, J., & Trochim, W.M. (2017). Evaluation of a Large-Scale Longitudinal College Science (STEM) Education Reform Effort Using Systematic Pathway Modeling Approach. Expert lecture. Annual Meeting of the American Evaluation Association, Washington, D.C.
Bauer, M., & Graham, M.J. (2017). Reflection on and Use of Regional Summer Institutes Data. Summer Institutes on Scientific Teaching Leaders Meeting at Yale University, New Haven, CT.
Graham, M.J. (2017). Summer Institutes Program Evaluation Model. University of California, Berkeley.
Graham, M.J. (2017).Summer Institutes Program Evaluation Model, Midwest Summer Institute. University of Chicago.
Graham, M.J. (2017). Summer Institutes Program Evaluation Model, West Coast Summer Institute. University of California, San Diego.
Graham, M.J. (2017). Summer Institutes Program Evaluation Model, Montgomery College.
Graham, M.J. Summer Institutes Program Evaluation Model Partnership for Undergraduate Life Science Education (PULSE) Fellows Annual Meeting, Howard Hughes Medical Institute (HHMI) Headquarters, Bethesda, MD.
2016
Graham, M.J. (2016) Summer Institutes Program Evaluation Model, Database, Faculty and Student Outcomes. Duke University, Durham, NC.
Graham, M.J. (2016). Summer Institutes Program Evaluation Model, Database, Faculty and Student Outcomes. Center for the Integration of Research, Teaching, and Learning (CIRTL) Fall Meeting. University of Rochester, Monroe County, NY.
Graham, M.J. & Waterhouse, J. (2016). Database Management Strategies for Program Evaluation. University of Minnesota, Minneapolis, MN.
2015
Graham, M.J. & Bobrownicki, A. Day of Data. Pathway Modeling as a Tool for Data Collection and Data Management. Yale University, New Haven, CT.
Graham, M.J. Howard Hughes Medical Institute (HHMI) Studio. Promoting Persistence and Success: Adapting Promising Practices and Promoting Institutional Change. HHMI Headquarters, Bethesda, MD. Invited Speaker.
Bobrownicki, A. & Graham, M.J. Evaluating the Implementation of Large-Scale Education Initiatives: The “Netway” Program and Evaluation Planning Platform. Eastern Evaluation Research Society Annual Conference. NJ.
Graham, M.J., Aragon, O., Bobrownicki, A., Waterhouse, J., & Frederick, J. Evaluation of National Academies Summer Institutes, 2014-2015. National Academies, Washington, DC.
2014
Bobrownicki, A. & Graham, M.J. (2014). Evaluating the Implementation of Large-Scale Education Initiatives: The “Netway” Program and Evaluation Planning Platform. Yale Technology Summit, New Haven, CT.
Graham, M.J. (2014). STEM Student Persistence and the Concept of Scientific Teaching, Yale University Summer Institute on Science Education, New Haven, CT.
Graham, M.J. (2014). STEM Student Persistence and the Concept of Scientific Teaching. Florida Gulf Coast University, Fort Meyers, FL.
Graham, M.J. (2014).Evaluation of Course-Based Undergraduate Research Experience (CURE). CUREnet Meeting, Cold Spring Harbor, NY.
2013
Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M., & Handelsman, J. (2013). Science faculty gender biases favor male students. Talk presented at the 14th annual meeting of the Society for Personality and Social Psychology (SPSP), New Orleans, LA.
Graham, M.J. (2013). Evaluation of the National Academies of Science Summer Institutes on Science Education. Summer Institute Leaders Meeting. National Academy of Science. Washington, DC.
Graham. M.J. (2013). The National Academies Summer Institutes of Undergraduate Science Education: Faculty Training, Program Evaluation, and Student Outcomes. Mental Health and Counseling Department, Yale University. New Haven, CT.
Gross, D., Anderson, G., Camihort, K. & Graham, M.J. (2013). Blending In-Class and Online Delivery Improves Student Outcomes In an Upper-Level Biochemistry Course. Society for the Advancement of Biology Education Research (SABER). Minneapolis, MN.