Apkarian, N., Voigt, M., Hagman, J. E., Tremaine, R., Street, C., Martinez, A., & Guglielmo, J. (2024). Critical, intersectional, quantitative analyses of instructional practices and changes in undergraduate students’ mathematics affect. International Journal of Research in Undergraduate Mathematics Education.10.1007/s40753-024-00242-6. Available: rdcu.be/dLy4c
Wang, Y., Apkarian, N., Dancy, M. H., Henderson, C., Johnson, E., Raker, J. R., & Stains, M. (2024). A national snapshot of introductory chemistry instructors and their instructional practices. Journal of Chemistry Education, 101(4), 1457-1468. 10.1021/acs.jchemed.4c00040. ACS Publications Editors’ Choice selection (pubs.acs.org/editorschoice/).
Dancy, M., Henderson, C., Apkarian, N., Johnson, E., Stains, M., Raker, J. R., & Lau, A. C. (2024). Physics instructors’ knowledge and use of active learning has increased over the last decade – but most still lecture too much. Physics Review Physics Education Research, 20, 010119. 10.1103/PhysRevPhysEducRes.20.010119
Lau, A. C., Henderson, C., Stains, M., Dancy, M., Merino, C., Apkarian, N., Raker, J. R., & Johnson, E. (2024). Characteristics of departments with high-use of active learning in introductory courses: Implications for departmental transformation. International Journal of STEM Education, 11(10). 10.1186/s40594-024-00470-x. Available: rdcu.be/dyuMI
Couch, B. A., Prevost, L. B., Stains, M., Whitt, B., Marcy, A. E., Apkarian, N., Dancy, M. H., Henderson, C., Johnson, E., Raker, J. R., †Yik, B. J., Earl, B., Shadle, S., Skvoretz, J., & Ziker, J. P. (2023). Examining whether and how instructional coordination occurs within introductory undergraduate STEM courses. Frontiers in Education, 8:1156781. 10.3389/feduc.2023.1156781
Apkarian, N., Haber, S., †LaTona Tequida, T., & Rasmussen, C. (2023). Prospective secondary teachers’ emergent knowledge and beliefs: Inquiry-Oriented Differential Equations contributing to teacher preparation. ZDM, 55, 823-835. 10.1007/s11858-023-01469-4
Dreyfus, T., Apkarian, N., Rasmussen, C., & Tabach, M. (2023). Collective and individual mathematical progress: Layering explanations in the case of Sierpiński triangle. International Journal of Research in Undergraduate Mathematics Education. 10.1007/s40753-022-00211-x
Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Association of malleable factors with adoption of research-based instructional strategies in introductory chemistry, mathematics, and physics. Frontiers in Education, 7:1016415. 10.3389/feduc.2022.1016415
Vishnubhotla, M., Chowdhury, A., Apkarian, N., Johnson, E., Dancy, M., Henderson, C., Lau, A.C., Raker. J. R., & Stains, M., (2024). “I use IBL in this course” may say more about an instructor’s beliefs than about their teaching. International Journal of Research in Undergraduate Mathematics Education, 10(1).10.1007/s40753-022-00186-9
Vroom, K., Gehrtz, J., Apkarian, N., Alzaga Elizondo, T., Ellis, B., & Hagman, J. (2022). Characteristics of interactive classrooms that first year students find helpful. International Journal of STEM Education, 9(38). 10.1186/s40594-022-00354-y. Available at https://rdcu.be/cPrPv
Creagar, M., Wakefield, N., Smith, W. M., Apkarian, N., Voigt, M. (2022). Developing the Student Instructional Practices Survey in Mathematics for measuring student experiences in introductory mathematics courses. Investigations in Mathematics Learning, 14(2), 151-165. 10.1080/19477503.2022.2060023
Yik, B. J., Raker, J. R., Apkarian, N., Stains, M., Henderson, C., Dancy, M. H., & Johnson, E. (2022). Evaluating the impact of malleable factors on percent time lecturing in gateway chemistry, mathematics, and physics courses. International Journal of STEM Education, 9, 15. https://doi.org/10.1186/s40594-022-00333-3
Williams, M., Apkarian, N., Uhing, K., Smith, W. M., Martinez, A., & Rasmussen, C. (2021). In the driver’s seat: Course coordinators as change agents for active learning in university Precalculus to Calculus 2. International Journal of Research in Undergraduate Mathematics Education. http://doi.org/10.1007/s40753-021-00153-w
Apkarian, N., Henderson, C., Stains, M., Raker, J. R., Johnson, E., & Dancy, M. H. (2021). What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors. PLOS ONE 16(2): e0247544. https://doi.org/10.1371/journal.pone.0247544
Pilgrim, M. E., Apkarian, N., Milbourne, H., & O’Sullivan, M. (2021). From rough waters to calm seas: The challenges and successes of building a GTA PD program. PRIMUS, 31(3-5), 594-607. https://doi.org/10.1080/10511970.2020.1793851 [Published online July 2020]
Goodchild, S., Apkarian, N., Rasmussen, C., & Katz, B. (2021). Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers. Journal of Mathematics Teacher Education, 24, 231-252. http://doi.org/10.1007/s10857-020-09456-2. Available at https://rdcu.be/b22nd [Published online March 2020]
Tabach, M., Rasmussen, C., Dreyfus, T., & Apkarian, N. (2020). Towards an argumentative grammar for networking: A case of coordinating two approaches. Educational Studies in Mathematics, 103(2), 139-155. https://doi.org/10.1007/s10649-020-09934-7. Available at https://rdcu.be/b1g44
Rasmussen, C., Apkarian, N., Tabach, M., & Dreyfus, T. (2020). Ways in which engaging in someone else’s reasoning is productive. Journal of Mathematical Behavior, 58, 100742.
Reinholz, D. L., Matz, R. M., Cole, R., & Apkarian, N., (2019). STEM is not a monolith: A preliminary analysis of variations in STEM disciplinary cultures and implications for change. CBE—Life Sciences Education, 18(4). https://doi.org/10.1187/cbe.19-02-0038
Voigt, M., Apkarian, N., Rasmussen, C., & Progress through Calculus Team. (2019). Undergraduate course variations in Precalculus through Calculus 2. International Journal of Mathematical Education in Science and Technology.https://doi.org/10.1080/0020739X.2019.1636148
Apkarian, N., Kirin, D., Gehrtz, J., & Vroom, K. (2021). Connecting the stakeholders: Departments, policy, and research in undergraduate mathematics education. PRIMUS, 31(1), 17-36. https://doi.org/10.1080/10511970.2019.1629135 (published online July 2019).
Reinholz, D. L., Bradfield, K., & Apkarian, N. (2019). Using analytics to support instructor reflection on student participation in a discourse-focused undergraduate mathematics classroom. International Journal of Research in Undergraduate Mathematics Education, 5(1), 56-74.https://doi.org/10.1007/s40753-019-00084-7
Rasmussen, C., Apkarian, N., Hagman, J. E., Johnson, E., Larsen, S., Bressoud, D., & Progress through Calculus team. (2019). Characteristics of Precalculus through Calculus 2 programs: Insights from a national census survey. Journal of Research in Mathematics Education, 50(1), 98-112. https://doi.org/10.5951/jresematheduc.50.1.0098
Apkarian, N., Bowers, J., O’Sullivan, M. E., & Rasmussen, C. (2018). A case study of change in the teaching and learning of Precalculus to Calculus 2: What we’re doing with what we have. PRIMUS, 28(6), 528-549.https://doi.org/10.1080/10511970.2017.1388319
Reinholz, D. L., & Apkarian, N. (2018). Four frames for systemic change in STEM departments. International Journal of STEM Education, 5(3), 1-10.https://doi.org/10.1186/s40594-018-0103-x
Dinsdale, E.A., Edwards, R.A., Bailey, B.A., Tuba, I., Akhter, S., McNair, K., Schmieder R., Apkarian, N., Creek, M., Guan, E., Hernandez, M., Isaacs, K., Peterson, C., Regh, T., & Ponomarenko, V. (2013) Multivariate analysis of functional metagenomes. Frontiers: Genetics, 4(41). https://doi.org/10.3389/fgene.2013.0004
