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Biography and Research Information
OverviewAI-generated summary
Stephanie M. Gardner is a Professor in Academic Affairs at the University of Arkansas for Medical Sciences. Her research program focuses on understanding and improving educational practices, particularly in the biological sciences. She has investigated student competencies in graph reading, interpretation, construction, and evaluation, examining different graphing environments and pedagogical frameworks. Gardner also studies the development and implementation of frameworks for teaching biological experimentation and has explored the use of generative AI with second-language users.
Her scholarly work includes research on the journey of the Society for the Advancement in Biology Education Research toward antiracism and the design and impact of a rural hospital alliance. Gardner's scholarship metrics include an h-index of 19, with 73 total publications and 1,797 total citations. Key collaborators at the University of Arkansas for Medical Sciences include Kristie Hadden, Cam Patterson, and Jon Parham.
Metrics
- h-index: 19
- Publications: 73
- Citations: 1,797
Selected Publications
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Executing a Strategic Plan and Demonstrating Impact: An Academic Medical Center’s Mid-Cycle Update (2025)
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Unique Responsibilities and Challenges of the Lone Academic Medical Center (2024)
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Design and Impact of a Novel Rural Hospital Alliance (2024)
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From Strategic Planning to Strategy Impact (2021)
Grants & Funding
- Educational Symposium Grant Agreement Bristol-Meyers Squibb Principal Investigator
- Community Pharmacy Based Disease State Management Initiative Bristol-Meyers Squibb Principal Investigator
- (UAMS) Child Development Center Project US Department of the Treasury - Pass Through: Arkansas Department of Health & Human Services Principal Investigator
Collaboration Network
Top Collaborators
Joel K. Abraham
10 shared publications
- Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
Showing 5 of 10 shared publications
Eli Meir
10 shared publications
- Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
Showing 5 of 10 shared publications
Susan Maruca
9 shared publications
- Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
Showing 5 of 9 shared publications
Elizabeth Suazo‐Flores
University of North Dakota (US)
6 shared publications
- Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
- Building a Performance-Based Assessment of Graph Construction Using Evidence-Centered Design
- Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
Showing 5 of 6 shared publications
Nancy Pelaez
Purdue University West Lafayette (US)
5 shared publications
- The Problem with Teaching Experimentation: Development and Use of a Framework to Define Fundamental Competencies for Biological Experimentation
- Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
- A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking
Anupriya Karippadath
Vanderbilt University (US)
4 shared publications
- Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
- The graph construction competency model for biology (GCCM-Bio): A framework for instruction and assessment of graph construction
- What is a hypothesis anyway? A synthesis of perspectives and implications for undergraduate biology education based on publications in PLOS biology
- Correction to: Biology Undergraduate Students’ Graphing Practice in Digital Versus Pen and Paper Graphing Environments
Kristie Hadden
University of Arkansas for Medical Sciences
4 shared publications
In database
- From Strategic Planning to Strategy Impact
- Design and Impact of a Novel Rural Hospital Alliance
- Unique Responsibilities and Challenges of the Lone Academic Medical Center
- Executing a Strategic Plan and Demonstrating Impact: An Academic Medical Center’s Mid-Cycle Update
Cam Patterson
University of Arkansas for Medical Sciences
4 shared publications
In database
- From Strategic Planning to Strategy Impact
- Design and Impact of a Novel Rural Hospital Alliance
- Unique Responsibilities and Challenges of the Lone Academic Medical Center
- Executing a Strategic Plan and Demonstrating Impact: An Academic Medical Center’s Mid-Cycle Update
Ala Samarapungavan
Purdue University West Lafayette (US)
4 shared publications
- Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
- A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking
Kari Clase
Purdue University West Lafayette (US)
4 shared publications
- Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
- A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking
Shiyao Liu
Purdue University West Lafayette (US)
3 shared publications
- Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
- The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
- A Framework for Evidentiary Reasoning in Biology: Insights from Laboratory Courses Focused on Evolutionary Tree-thinking
Kal H. Holder
Purdue University West Lafayette (US)
3 shared publications
- Here Is the Biology, Now What is the Mechanism? Investigating Biology Undergraduates’ Mechanistic Reasoning within the Context of Biofilm Development
- Missed connections: Exploring features of undergraduate biology students’ knowledge networks relating gene regulation, cell–cell communication, and phenotypic expression
- Why ask why? Toward coordinating knowledge of proximate and ultimate explanations in physiology
David Zis
3 shared publications
- Revealing undergraduate biology students’ conception of variability and error bars within graphing
- <p>R code.</p>
- <p>Appendix B- Variability codebook.</p>
Anna Woodruff
3 shared publications
- Revealing undergraduate biology students’ conception of variability and error bars within graphing
- <p>R code.</p>
- <p>Appendix B- Variability codebook.</p>
Aakanksha Angra
University of Minnesota Medical Center (US)
2 shared publications
- Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation
- A Framework for Teaching and Learning Graphing in Undergraduate Biology
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