{"id":51,"date":"2022-11-13T17:26:38","date_gmt":"2022-11-14T01:26:38","guid":{"rendered":"https:\/\/sites.chapman.edu\/chapmanber\/?page_id=51"},"modified":"2026-04-13T19:16:58","modified_gmt":"2026-04-14T02:16:58","slug":"publications","status":"publish","type":"page","link":"https:\/\/sites.chapman.edu\/chapmanber\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"
    \n
  1. Hsu J.,\u00a0<\/strong>Dorner M., and Hill H. What is alive? Students’ conceptions of the traits that unite living organisms.<\/a> In press at\u00a0Advances in Physiology Education<\/em><\/li>\n
  2. Hsu J.<\/strong>, Holick G.<\/strong>, Green R.M.,<\/strong> Schwartz E.B., and Rowland-Goldsmith M. 2025. \u201cAsking for help feels like a weakness\u201d: Factors shaping first-year students\u2019 expectations of STEM course office hours. <\/a>International Journal of STEM Education <\/em>12(40).<\/li>\n
  3. Mathews S., Goller C., Wolyniak M., Swamy U., Misra A., Moore M., Hsu J., <\/strong>and Newman D.L. Examining the influence of Vision and Change <\/em>and a mentoring network on teaching philosophies and strategies. <\/a>In press at Journal of Microbiology and Biology Education.<\/u><\/em><\/li>\n
  4. Dauber G.<\/strong> and Hsu J.<\/strong> 2025. Factors influencing student motivations and experiences in STEM course office hours. <\/a>CBE-Life Sciences Education<\/em> 24(2).<\/li>\n
  5. Prate J.<\/strong> and Hsu J. <\/strong>Student perceptions of supports and barriers for transferring quantitative reasoning in introductory biology lab courses<\/a>. In press at Journal of Microbiology and Biology <\/u> Education.<\/u><\/em><\/li>\n
  6. Hsu J., <\/strong>Gartland S., Prate J.<\/strong>, and Hohensee C. 2025. Investigating student noticing of quantitative reasoning in introductory biology labs.<\/a> CBE-Life Sciences Education<\/em> 24(1).<\/li>\n
  7. Hsu J.<\/strong>, Misra A., Wolyniak M.J., Goller C., Mathews S., Swamy U., Newman D.L., and Moore M.E. 2025. Charting a new vision: Lessons on Vision & Change<\/em> from a network of biology educators. <\/a>\u00a0Journal of Microbiology and Biology Education <\/em>26(1).<\/li>\n
  8. Forsythe D.<\/strong> and Hsu J.\u00a0<\/strong>2025. Characterizing full-time, non-tenure track teaching faculty in biology. \u00a0<\/a> Journal of Microbiology and Biology Education\u00a0<\/em>26(1)<\/li>\n
  9. Forsythe D.<\/strong>, Dewsbury B., and Hsu J.<\/strong> 2024. Exploring the journey of STEM faculty into justice-centered pedagogy.<\/a> CBE-Life Sciences Education\u00a0<\/em>23(4).<\/li>\n
  10. Forsythe D.<\/strong>, Green R.,<\/strong> and Hsu J.\u00a0<\/strong>2024. Exploring variations in STEM instructors\u2019 approaches to office hours.<\/a> CBE-Life Sciences Education\u00a0<\/em>23(4).<\/li>\n
  11. Abdo S.<\/strong>, Hsu J<\/strong>.,<\/strong> Kapetanakis C., Newman D.L., Wright L.K., and Bailey J. 2024. An exploration of spatial visualization skills: Investigating students\u2019 use of 3D models in science problems during think- aloud interviews<\/a>. Journal of Chemical Education\u00a0<\/em>101(9): 3624-3634.<\/li>\n
  12. Hsu J.,\u00a0<\/strong>Dorner M.A., and Hill K.M. 2024. Defining evolution: Exploring students’ conceptions of evolution in introductory biology courses. <\/a>Evolution: Education and Outreach\u00a0<\/em>17(14).<\/li>\n
  13. Lopez S., Pham A., Hsu J.<\/strong>, and Halpin P.A. Students bypass the syllabus to utilize alternate LMS locations for assignment deadlines<\/a>. Advances for Physiology Education <\/em>48(3): 588-592.<\/li>\n
  14. Hsu J.*, <\/strong>Sung R.-J.*, Swarat S.L., Gore A.J., Kim S., and Lo S.M. 2024. Variations in student approaches to problem solving in undergraduate biology education.<\/a> CBE-Life Sciences Education <\/em>23(2). *authors contributed equally<\/li>\n
  15. Craig B. <\/strong>and\u00a0Hsu. J.<\/strong> 2024. A multi-year longitudinal study exploring the impact of the COVID-19 pandemic on students\u2019 familiarity and perceptions of active learning<\/a>. \u00a0Active Learning in Higher Education <\/em><\/li>\n
  16. Hsu J., <\/strong>Atamian HA, and Avendano-Woodruff K<\/strong>. 2024. Promoting student interest in plant biology through an inquiry-based module exploring plant circadian rhythm, gene expression, and defense against insects<\/a>. Journal of Microbiology and Biology Education\u00a0<\/em>25(1).<\/li>\n
  17. Hsu J.,\u00a0<\/strong>Ahles S, Senger LW, and Prakash A. 2024. Exploring pathways to food science careers in Southern California: A case study in food science career development. <\/a>Journal of Food Science <\/em>89(1): 727-739.<\/li>\n
  18. Hsu J. <\/strong>2023. An inquiry-based approach for teaching Type III functional responses in ecology. <\/a>Teaching Issues and Experiments in Ecology<\/em>, Vol. 13: Figure Set #9 [online].<\/li>\n
  19. Hsu J., Clark N<\/strong>, Hill K, and Rowland-Goldsmith M. 2023. Investigating the influence of assessment question framing on undergraduate biology student preference and affect.<\/a>\u00a0CBE-Life Sciences Education<\/em> 22(4).<\/li>\n
  20. Forsythe D.<\/strong>, and Hsu J. <\/strong>2023. Neutral theory and beyond: A systematic review of molecular evolution education<\/a>. Ecology and Evolution<\/em> 13(8).<\/li>\n
  21. Goudsouzian L.K., and Hsu J. <\/strong>2023.\u00a0<\/em>Reading primary scientific literature: Approaches for teaching students in the undergraduate STEM classroom<\/a>. CBE-Life Sciences Education <\/em>22(3).<\/li>\n
  22. Clark N.*<\/sup><\/strong>, and Hsu J*<\/sup>. <\/strong>2023. Insight from biology program learning outcomes: Implications for teaching, learning, and assessment<\/a>. CBE-Life Sciences Education<\/em> 22(1). *authors contributed equally<\/li>\n
  23. Hsu J., <\/strong>and Halpin P. 2022.\u00a0<\/em>Exploring physiology instructors\u2019 use of core concepts: Pedagogical factors that influence choice of course topics.<\/a> Advances in Physiology Education<\/em> 46(4): 667-676.<\/li>\n
  24. Hsu J., <\/strong>and Dudley L. 2022. Characterizing first-year biology majors\u2019 motivations and perceptions of the discipline<\/a>. Journal of Microbiology and Biology Education<\/em>, e00134-22.<\/li>\n
  25. Hsu J., <\/strong>Rowland-Goldsmith M., and Schwartz E.B. 2022. Student motivations and barriers towards online and in person office hours in STEM courses.<\/a> CBE-Life Sciences Education<\/em> 21(4).<\/li>\n
  26. Hsu J.\u00a0<\/strong>2022. Setting college students up for success.<\/a>\u00a0Science\u00a0<\/em>377(6604): 376.<\/li>\n
  27. Hsu J., <\/strong>Chen A., Cruz-Hinojoza E., Dinh-Dang D., Roth-Johnson E.A., Sato B.K., and Lo S.M. 2021. Characterizing biology education research: Perspectives from practitioners and scholars in the field<\/a>. Journal of Microbiology and Biology Education\u00a0<\/em>22(2): e00147-21.<\/li>\n
  28. Hsu J., <\/strong>Lo S.M., and Sato B.K. 2021. Defining understanding: Perspectives from biology instructors and biology education researchers<\/a>. American Biology Teacher <\/em>83(6): 372-376.<\/li>\n
  29. Hsu J.\u00a0<\/strong>Promoting academic integrity and student learning in online biology courses. <\/a>2021. Journal of Microbiology and Biology Education <\/em>22(1): 22.1.17.<\/li>\n
  30. Hsu J., <\/strong>and Goldsmith, G. 2021. Instructor strategies to alleviate student stress and anxiety among college and university STEM students. <\/a>CBE-Life Sciences Education<\/em> 20(1): doi:10.1187\/cbe.20-08-0189<\/li>\n
  31. Hsu J., <\/strong>and Rowland-Goldsmith, M. 2020. Student perceptions of an inquiry-based molecular biology lecture and lab following a mid-semester transition to online teaching.<\/a> Biochemistry and Molecular Biology<\/em> Education<\/em>: doi:10.1002\/bmb.21478<\/li>\n
  32. Hsu J. <\/strong>2020. Using primary literature on SARS-CoV-2 to promote student learning about evolution<\/a>. Ecology and Evolution <\/em>10(22): 12418-12422.<\/li>\n
  33. Hsu J. <\/strong>2019. A \u201cchoose-your-own-experiment\u201d classroom-based activity that promotes scientific inquiry about RNA interference. <\/a>Journal of Microbiology and Biology Education <\/em>20(3).<\/li>\n
  34. Hsu J.*, <\/strong>Imad M.*, and Wilson K.* 2019. Furry with a chance of evolution: Exploring genetic drift with tuco-tucos.<\/a> CourseSource: <\/em>https:\/\/doi.org\/10.24918\/cs.2019.17. *authors contributed equally<\/li>\n
  35. Furrow R.*, and Hsu J.* <\/strong>2019. Concept inventories as a resource for teaching evolution.<\/a>\u00a0Evolution: Education and Outreach<\/em> 12(2). *authors contributed equally<\/em><\/li>\n
  36. Hsu J. <\/strong>2018. Using functional responses to investigate the ecological consequences of an introduced biological control agent.<\/a> Teaching Issues and Experiments in Ecology<\/em>, Vol. 13: Figure Set #1 [online].<\/li>\n
  37. Hsu J., <\/strong>Wrona A., Brownell S., and Khalfan W.\u00a0 2016. The Explorations program: benefits of single-session, research- focused classes for students and postdoctoral instructors.<\/a> Journal of College Science Teaching <\/em>45(6): 78-86.<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

    Hsu J.,\u00a0Dorner M., and Hill H. What is alive? Students’ conceptions of the traits that unite living organisms. In press at\u00a0Advances in Physiology Education Hsu J., Holick G., Green R.M., Schwartz E.B., and Rowland-Goldsmith M. 2025. \u201cAsking for help feels like a weakness\u201d: Factors shaping first-year students\u2019 expectations of STEM course office hours. International Journal Read More…<\/a><\/p>\n","protected":false},"author":36,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-51","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/pages\/51","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/users\/36"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/comments?post=51"}],"version-history":[{"count":0,"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/pages\/51\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.chapman.edu\/chapmanber\/wp-json\/wp\/v2\/media?parent=51"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}