Ebert-May D, Derting TL, Henkel TP, Middlemis Maher J, Momsen JL, Arnold B, Passmore HA. 2015. Breaking the cycle: Future faculty begin teaching with learner-centered strategies after professional development. CBE Life Sci Educ. 14:1-12; doi: 10.1187/cbe.14-12-0222.
Ebert-May D and Holt E. 2014. Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning. CBE Life Sci Educ 13:361-362; doi:10.1187/cbe.14-06-0105.
Ebert-May D, Derting T, Hodder J. 2014. Professional development of faculty: how do we know it is effective? In M. A. McDaniel, R. F. Frey, S. M. Fitzpatrick, & H. L. Roediger (Eds.), Integrating cognitive science with innovative teaching in STEM disciplines. St. Louis: Washington University in St. Louis Libraries. doi: 10.7936/K7G44N61.
Wyse SA, Long TM, Ebert-May D. 2014. Teaching assistant professional development in biology: Designed for and driven by multidimensional data. CBE Life Sci Education: 13:212-223.
Vegara CE, Urban-Lurain M, Campa III R, Cheruvelil KS, Ebert-May D, Fata-Hartley C, Johnston K. 2013. FAST-Future Academic Scholars in Teaching Innov High Education: DOI 10.1007/s10755-013-9265-0.
Middlemis Maher J, Markey JC, Ebert-May D. 2013. The other half of the story: effect-size analysis in quantitative research. CBE-Life Science Education 12: 1-7.
Long, TM, Dauer J, Kostelnik KM, Momsen JL, Wyse SA, and Ebert-May D. Designing Instruction to Foster Ecoliteracy Skills in Undergraduate Biology Education. Frontiers in Ecology and the Environment: DOI: 10.1890/1540-9295-12.2.138
Johnson DR, Ebert-May D, Webber PJ, Tweedie CE. 2011. Forecasting alpine vegetation change using repeat smapling and a novel modeling approach. Ambio-A Journal of the Human Environment 40: 693-704
Ebert-May D, Derting TL, Hodder J, Momsen JL, Long TM, Jardeleza SE. 2011. What we say is not what we do: Effective evaluation of faculty development programs. BioScience 6(17): 550-558
Luckie D, Harrison SH, Ebert-May D. 2011. Model-based reasoning: using visual tools to reveal students learning. Advances in Physiology Education 35(1): 59-67
Ebert-May D, Bray Speth E, Momsen J. 2010. Assessing scientific reasoning in a liberal learning curriculum. In Hildebrand JG ed. Science in the Liberal Arts Curriculum. American Academy of Arts and Sciences.
Momsen JL, Long TM, Wyse S, Ebert-May D. 2010. Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills. CBE Life Sciences Education 9(4): 435-400
Derting TL, Ebert-May D. 2010. Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement. CBE Life Sciences Education 9(4): 462-472
Speth EB, Momsen JL, Moyerbrailean GA, Ebert-May D, Long TM, Wyse S, Linton D. 2010. 1, 2, 3, 4: Infusing quantitative literacy into introductory biology. CBE Life Sciences Education 9(3): 323-332
Martin SL, Horst GP, Ebert-May D. 2009. Catching the new wave of teaching. Frontiers in Ecology and the Environment 7(8): 445-446
Pfund C, Miller, Brenner K, Bruns P, Chang A, Ebert-May D, Fagen A, Gentile J, Gossens S, Khan I, Labov J, Pribbenow C, Susman M, Tong L, Wright R, Wood WB, Yuan R, and Handelsman J. 2009. Summer Institute to Improve University Science Teaching. Science 324: 470-471
Bray Speth E, Long T, Pennock R, Ebert-May D. 2009. Using Avida-ED for teaching and learning about evolution in undergraduate introductory biology courses. Evolution: Education and Outreach 2(3): 415-428
Ebert-May D and, Hodder J. eds. 2008. Pathways to Scientific Teaching. Sunderland CT: Sinauer Associates, Inc.