PEER-REVIEWED PUBLICATIONS
Griswold JG, Chowning JT (2013). Strategies to Support Ethical Reasoning in Student Argumentation, Issues in Teacher Education, Volume 22, No. 1, Spring, 63-77.
Kovarik DN, Patterson DG, Cohen C, Sanders EA, Peterson KA, Porter SG & Chowning JT (2013). Bioinformatics education in high school: Implications for promoting STEM careers, Cell Biology Education: Life Sciences Education, Volume 12, No. 3, 441-459. doi: 10.1187/cbe.12-11-0193. http://www.lifescied.org/content/12/3/441.full
Perry D, Aragon C, Cruz S, Peters M, Chowning JT (2013). Human Centered Game Design for Bioinformatics and Cyberinfrastructure Learning, XSEDE '13 Proceedings of the Conference on Extreme Science and Engineering Discovery Environment: Gateway to Discovery, Article 74. http://dl.acm.org/citation.cfm?id=2484833
Cohen C, Patterson D, Kovarik DN, Chowning JT (2013). Fostering STEM Career Awareness: Emerging Opportunities for Teachers Washington State Kappan, Volume 7, No. 1, 12-17.
http://www.pdkwa.org/downloads/PDK-WAStateKappan_2013_Summer.pdf
Chowning JT, Cooksley E, Spitze J, Lee R, Griswold J (2013). Idea Bank: The Gummy Bear Lab Meeting,The Science Teacher, Volume 80, No. 5, 14-16.
http://www.nsta.org/publications/browse_journals.aspx?action=issue&id=93160
Chowning JT, Kovarik D, Griswold J (2012). Modeling Protein Structure & Function: Pencil Transferase, The American Biology Teacher 74(8), 581-582.
http://dx.doi.org/10.1525/abt.2012.74.8.9
Chowning JT, Griswold JC, Kovarik DN, Collins LJ (2012). Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education, PLoS ONE 7(5): e36791. doi:10.1371/journal.pone.0036791 http://bit.ly/JqFrnO
Chowning, JT (2010). Pharmacogenetics: Using Genetics to Treat Disease. Buffalo, NY: National Center for Case Study Teaching in Science, University at Buffalo, State University of New York: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=247&id=247
Chowning JT (2009). Commentary: Why Science and Society Issues Belong in Science Class,
The Science Teacher, Volume 76, No. 7, 8. http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/tst09_076_07_8
Chowning JT (2009). Socratic Seminars in Science Class, The Science Teacher, Volume 76, No. 7, 36-41.
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/tst09_076_07_36
Chowning JT, Griswold J, Mathwig J, Massey D (2008). Modeling Early Embryology and Stem Cell Concepts, American Biology Teacher, Volume 70, No. 2: 77-78.
http://dx.doi.org/10.1662/0002-7685(2008)70[77:MEESCC]2.0.CO;2
Chowning JT (2005). How to Have a Successful Science and Ethics Discussion, The Science Teacher, Volume 72, No. 9, 46-50.
http://learningcenter.nsta.org/product_detail.aspx?id=10.2505/4/tst05_072_09_46
Chowning JT (2002). The Student Biotechnology Expo: A New Model for a Science Fair, American Biology Teacher, Volume 64, No. 3: 331-339.
http://www.nabt.org/websites/institution/File/pdfs/american_biology_teacher/2002/064-05-0331.pdf
MONOGRAPHS and STUDIES
Student Awareness and Career Motivation in the STEM Fields (PDF Download)
This literature scan prepared by Dr. Davis Patterson of the Bio-ITEST independent evaluation team explores literature supporting the cognitive-behavioral building blocks of career development: awareness, relevance, self-efficacy, and engagement. It also details experiences that support STEM career choice among students.
The Emerging Role of Science Teachers in Facilitating STEM Career Awareness (PDF Download)
This exploratory study, conducted for the Bio-ITEST by Carolyn Cohen, Cohen Research & Evaluation, and Davis Patterson, investigates science teachers’ inclinations and abilities to make connections for students between science lessons and STEM careers. It identifies challenges and solutions to introducing career awareness in the science classroom, and areas for new public policies and educational practices. Findings are directed towards decision makers in education and public policy, and business and industry leaders representing STEM professions.
Teaching Strategies that Promote Science Career Awareness (PDF Download)
This monograph, written by Carolyn Cohen, Cohen Research & Evaluation, LLC, and Davis Patterson, identifies a series of pedagogical strategies that can infuse career awareness into science lessons. It provides a typology of 10 replicable teacher practice strategies, with accompanying examples of each. Findings are directed towards an educator audience, in particular classroom teachers, curriculum directors, and career educators. The monograph is a product of the Bio-ITEST project.
