Publications

Please use the Contact form to request copies of any of the papers below.

* indicates graduate student, **indicates undergraduate student

Thomas, N.*, Vo, T., & Sabel, J.L. (2023). Non-majors students’ use of reflection to enhance biology understanding and relevance. The Journal of College Science Teaching, 52(6).

https://www.tandfonline.com/doi/abs/10.1080/0047231X.2023.12315866

Sabel, J.L., Zangori, L., Parsley, K.M.*, Sous, S.**, & Koontz, J. (2023) Investigating undergraduate students’ engagement in systems thinking and modeling using causal maps. Frontiers in Education, 8:1159486. doi: 10.3389/feduc.2023.1159486

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1159486/full

Sabel, J.L., & Sorin, A.B. (2023). Real World Scenarios in non-majors biology. CourseSource, 10. https://doi.org/10.24918/cs.2023.5

https://qubeshub.org/community/groups/coursesource/publications?id=3621&tab_active=about&v=1

Parsley, K.M.*, Daigle, B.J., & Sabel, J.L. (2022). Initial development and validation of the Plant Awareness Disparity Index. CBE—Life Sciences Education.

https://www.lifescied.org/doi/pdf/10.1187/cbe.20-12-0275

Johnson, K., Sabel, J.L., Cole, J., Pruet, C., Plymale, R., & Reyna, N. (2022). From Genetics to Biotechnology: Synthetic Biology as a flexible course-embedded research experience. Biochemistry and Molecular Biology Education.

https://iubmb.onlinelibrary.wiley.com/doi/pdfdirect/10.1002/bmb.21662

Micer, E.**, DeYonker, N., Sabel, J.L. (2022). Exploring undergraduate chemistry and biology students’ understanding of enzymes. QuaesitUM Spring 2022 issue.

https://www.memphis.edu/quaesitum/previous_issues/quaesitum_2022_vol9.pdf

Ballard, T., Sattar, S., Wright, K*., Sabel, J.L., & Heather Bergan-Roller, H. (2021). Preparing for class: actions and resources of introductory biology students. Journal of Microbiology and Biology Education, 22(3).

https://journals.asm.org/doi/10.1128/jmbe.00243-21

Dewsbury, B., Segura-Totten, M., Lo, S.M., Gibbons Bailey, E., Beaster-Jones, L., Bills, R.J., Brownell, S.E., Caporale, N., Dunk, R., Eddy, S.L., García-Ojeda, M.E., Gardner, S.M., Green, L., Hartley, L., Harrison, C., Imad, M.M., Janosik, A.M., Jeong, S, Josek, T., Kadandale, P., Knight, J., Ko, M., Kukday, S., Lemons, P., Litster, M., Lom, B., Ludwig, P., McDonald, K., McIntosh, A., Menezes, S., Nadile, E., Newman, S., Ochoa, S., Olabisi, O., Owens, M., Price, R., Reid, J., Ruggeri, N., Sabatier, C., Sabel, J., Sato, B., Smith-Keiling, B.L., Tatapudy, S., Theobald, E., Tripp, B., Pradhan, M., Venkatesh, M., Wilton, M., Warfa, A.N., Wyatt, B., Raut, S.. (2021). Chronicling the journey of the Society for the Advancement in Biology Education Research (SABER) in its effort to become antiracist: from acknowledgement to action. Frontiers in Education, 6.

https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2021.780401/full

Brownlee, K**^#, Parsley, K.M.*^#, & Sabel, J.L. (2021). An analysis of plant awareness disparity within introductory biology textbook images. The Journal of Biological Education. DOI: 10.1080/00219266.2021.1911828. ^#Brownell and Parsley share first authorship.

https://www.tandfonline.com/doi/abs/10.1080/00219266.2021.1920301

Sabel, J.L., Wright, K.*, Adler, J.J., Bates, G., Bates, L, Pandey, S., Simons, A.M., Swerdlow, S.J., Reyna, N.S., & Hensley, L. (2021). Transitioning cell culture CURE labs from campus to online: Novel strategies for a novel time. Journal of Microbiology and Biology Education, themed issue on Teaching in a Time of Crisis, 22(1). DOI: 10.1128/jmbe.v22i1.2619

https://journals.asm.org/doi/pdf/10.1128/jmbe.v22i1.2619

Sabel, J.L. (2020). Using the FRAMER scaffold design framework to support students in learning and understanding biology. The American Biology Teacher, 82(3), 150-155. DOI: https://doi.org/10.1525/abt.2020.82.3.150.

https://online.ucpress.edu/abt/article-abstract/82/3/150/109735/Using-the-FRAMER-Scaffold-Design-Framework-to?redirectedFrom=fulltext

Sabel, J.L., Dauer, J., Forbes, C.T. (2017). Introductory biology students’ use of enhanced answer keys and reflection questions to engage in metacognition and enhance understanding. CBE—Life Sciences Education, 16(3), ar40. doi: 10.1187/cbe.16-10-0298.

https://www.lifescied.org/doi/pdf/10.1187/cbe.16-10-0298

Sabel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically-informed decision-making about socio-hydrological issues. Journal of College Science Teaching. 46(6), 64-72.

Nelson, K., Sabel, J., Forbes, C., Grandgenett, N., Tapprich, W., & Cutucache, C. (2017). How do undergraduate STEM mentors reflect upon their mentoring experiences in an outreach program engaging K-8 youth? International Journal of STEM Education, 4(3), 1-13. doi: 10.1186/s40594-017-0057-4.

https://link.springer.com/article/10.1186/s40594-017-0057-4

Sabel, J.L., Forbes, C.T., & Flynn, L. (2016). Elementary teachers’ use of content knowledge to evaluate students’ thinking in the life sciences. International Journal of Science Education. doi: 10.1080/09500693.2016.1183179. pdf available here

https://www.tandfonline.com/doi/abs/10.1080/09500693.2016.1183179

Forbes, C.T., Sabel, J.L., & Zangori, L. (2015). Integrating life science content and instructional methods in elementary teacher education. American Biology Teacher, 77(9), 5-11. doi: 10.1525/abt2015.77.9.2.

https://online.ucpress.edu/abt/article-abstract/77/9/651/18830/Integrating-Life-Science-Content-amp-Instructional

Forbes, C.T., Sabel, J.L., & Biggers, M. (2015). Elementary teachers’ use of formative assessment to support students’ learning about water-earth materials interactions. Journal of Geoscience Education, 63(3), 210-221. doi: 10.5408/14-063.1. pdf available here

https://files.eric.ed.gov/fulltext/EJ1074458.pdf

Sabel, J.L., Forbes, C.T., & Zangori, L. (2015). Promoting preservice elementary teachers’ learning to use formative assessment for life science instruction. Journal of Science Teacher Education, 26(4), 419-445. doi: 10.1007/s10972-015-9431-6.

https://www.tandfonline.com/doi/abs/10.1007/s10972-015-9431-6

Wirth, T. C., Xue, H-H., Rai, D., Sabel, J., Bair, T., Harty, J. T., & Badovinac, V. P. (2010). Repetitive antigen stimulation induces stepwise transcriptome diversification but preserves a core signature of memory CD8(+) T cell differentiation. Immunity, 33(1), 128–140.

https://www.cell.com/immunity/fulltext/S1074-7613(10)00240-2

Schlub, T. E., Badovinac, V. P., Sabel, J., Harty, J. T., & Davenport, M. P. (2010). Predicting CD62L expression during the CD8+ T-cell response in vivo. Immunology and Cell Biology, 88(2), 157–164.

https://pmc.ncbi.nlm.nih.gov/articles/PMC2824781/

Sabel, J.L., Houston, D. W., d’Alencon, C., O’Brien, E. K., Van Otterloo, E., Lutz, K.,… Cornell, R. A. (2009). Maternal Interferon regulatory factor 6 (Irf6) is required for the differentiation of primary superficial epithelia in Danio and Xenopus embryos. Developmental Biology, 325(1), 249–262.

https://www.sciencedirect.com/science/article/pii/S0012160608012955

Lennox, K. A., Sabel, J. L., Johnson, M. J., Moreira, B. G., Fletcher, C. A., Rose, S. D.,…Dagle, J. M. (2006). Characterization of modified antisense oligonucleotides in Xenopus laevis embryos. Oligonucleotides, 16(1), 26–42.

https://www.liebertpub.com/doi/abs/10.1089/oli.2006.16.26

Elizondo, M. R., Arduini, B. L., Paulsen, J., MacDonald, E. L., Sabel J.L., Henion, P. D.,…Parichy, D. M. (2005). Defective skeletogenesis with kidney stone formation in dwarf zebrafish mutant for trpm7. Current Biology, 15, 667–671.

https://www.cell.com/AJHG/fulltext/S0960-9822(05)00221-6

Dagle, J. M., Sabel, J.L., Littig, J. L., Sutherland, L. B., Kolker, S. J., & Weeks, D. L. (2003). Pitx2c attenuation results in cardiac defects and abnormalities of intestinal orientation in developing Xenopus laevis. Developmental Biology, 262, 268-281.

https://www.sciencedirect.com/science/article/pii/S0012160603003890

Murphy, C. R., Sabel, J. L., Sandler, A. D., & Dagle, J. M. (2002). Survivin mRNA is downregulated during early Xenopus laevis embryogenesis. Developmental Dynamics, 225, 597–601.

https://anatomypubs.onlinelibrary.wiley.com/doi/pdf/10.1002/dvdy.10194