EMILY A. ROYSE, Ph.D.

Royse, E. A., Pullen, N. A., Cogswell, A.* & Holt, E. A. (In Review). A scoping review of undergraduate anatomy and physiology education in the United States: Approaches to supporting and evaluating student outcomes.

Perkins, H., Royse, E. A., Cooper, S., Kurushima, J., Schinske, J. N. (2023). Are there any science people in undergraduate health science courses? Assessing science identity among pre-nursing and pre-allied health students in a community college setting. Journal
of Research in Science Teaching. https://doi.org/10.1002/tea.21902

Horne, L., Manzanares, A., Babin, N., Royse, E. A., Arakawa, L., Blavascunas, E., Doner, L., Druckenbrod, D., Fairchild, E., Jarchow, M., Muchnick, B. R., Panday, P., Perry, D., Thomas, R., Toomey, A., Tucker, B. H., Washington-Ottombre, C., Vincent, S., Anderson, S. W., & Romulo, C. (2023). Alignment among environmental programs in higher education: What food-energy-water nexus concepts are covered in introductory courses? Journal of Geoscience Education, 72(1), 86-103. https://doi.org/10.1080/10899995.2023.2187680

Sanchez, K. A., Bevan, A. J., Vita, A. A., Royse, E. A., Januszkiewicz, E., & Holt, E. A. (2023). Grit matters to biology doctoral students' perception of barriers to degree completion. Journal of Biological Education. https://doi.org/10.1080/00219266.2023.2192731 

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Vita, A. A., Royse, E. A., & Nicholas, N. A. (2021). Problem-Based Learning for Physiology: Synthesizing the Cardiovascular System, Respiration, Macronutrient Metabolism, and Renal Function. CourseSource. https://doi.org/10.24918/cs.2021.28 

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Royse, E. A., Sutton, E., Peffer, M. E., & Holt, E. A. (2020). The anatomy of persistence: Remediation and science identity perceptions in undergraduate anatomy and physiology. International Journal of Higher Education, 9(5), 283-299. https://doi.org/10.5430/ijhe.v9n5p283 

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Peffer, M. E., Ramezani, N., Quigley, D., Royse, E., & Bruce, C. (2020). Learning analytics to assess beliefs about science: Evolution of expertise as seen through biological inquiry. CBE Life Sciences Education, 19(3), ar47. https://doi.org/10.1187/cbe.19-11-0247

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Khalsa, G. S., Welle, R., Royse, E., & Kopystynsky, N. (2020). Acculturation stress in northern colorado: A phenomenological study on the experiences and perspectives of refugee aid service providers. Translational Issues in Psychological Science, 6(3), 283-293. https://doi.org/10.1037/tps0000273

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Lahman, M. K. E., De Oliveira, B., Fan, X., Hodges, J., Moncivais, I., & Royse, E. (2020). Pandemic poetry. Qualitative Inquiry. https://doi.org/10.1177/1077800420948099

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Royse, E. A. Science Identity Development, Transformative Experiences, and Reflection in Undergraduate Anatomy and Physiology Classrooms. In Eagan, B., Misfeldt, M., and Siebert-Evenstone, A. (Eds.). (2019). First International Conference on Quantitative Ethnography: Conference Proceedings Supplement. Madison, WI: The Society for Quantitative Ethnography.

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Sherman, T. J., Harvey, T. M., Royse, E. A., Heim, A. B., Smith, C. F., Romano, A. B., King, A. E., Lyons, D. O., & Holt, E. A. (2019). Effect of quiz format on student performance and answer-changing behaviour on formative assessments. Journal of Biological Education, 1-15. doi:10.1080/00219266.2019.1687106

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Royse, E. A. Science Identity Development, Transformative Experiences, and Reflection in Undergraduate Anatomy and Physiology Classrooms. In Eagan, B., Misfeldt, M., and Siebert-Evenstone, A. (Eds.). (2019). First International Conference on Quantitative Ethnography: Conference Proceedings Supplement. Madison, WI: The Society for Quantitative Ethnography.

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Vita, A. A., Royse, E. A., Pullen, N. A. (2019). Nanoparticles and danger signals: oral delivery vehicles as potential disruptors of intestinal barrier homeostasis. Journal of Leukocyte Biology.  https://doi.org/10.1002/JLB.3MIR1118-414RR

 

Peffer, M. E., Royse, E., & Abelein, H. (2018). Influence of Affective Factors on Practices in Simulated Authentic Science Inquiry. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. London, UK: International Society of the Learning Sciences.

Royse, E. A., Azzarello, C., Fairchild, E., Horne, L., Manzanares, A., Anderson, S., Vincent, S., Romulo, C. (2023, April). Interdisciplinary connections between place, proximity, and socio-environmental problems perceived by undergraduate students. X-DBER Conference, Online.

 

Royse, E. A., Manzanares, A., Horne, L., Anderson, S., Vincent, S., Romulo, C. (2023, March). What tradeoffs, for whom? Assessing students’ understanding of the food-energy-water nexus. [Oral presentation]. American Association of Geographers 2023 Annual Conference, Denver, CO.

Royse, E. A. (2023, January). Create problems for your students. [Workshop]. TAP Into Learning Conference, Aims Community College, Greeley. CO.

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Royse, E. A., Fairchild, E., Horne, L., Manzanares, A., Anderson, S., Vincent, S., Romulo, C. (2022, October). Opportunities for engagement: How students situate Food-Energy-Water Nexus topics within Sense of Place. [Oral presentation]. Geological Society of America 2022 Annual Conference, Denver, CO.

Royse, E. A., Pullen, N. A., & Holt, E. A. (2021, July). Systematically Evaluating Evidence-based Teaching Practices in Undergraduate Anatomy and Physiology Education. [Oral presentation]. Society for the Advancement of Biology Education Research 2021 Annual Conference, Online.
 

Royse, E. A., & Holt, E. A. (2021, March). Systematic Literature Review Methodologies in Education Research: Evaluating Evidence for Undergraduate Anatomy and Physiology Best Practices. [Poster presentation]. X-DBER Conference, Online.

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Hutchinson, A., Royse, E. A., & Holt, E. A. (2021, January). Evaluating anatomy and physiology concept map assignments: How formative is teaching assistant feedback? Roundtable presentation at the SABER West Conference. Online.

 

Royse, E. A., Kriescher, D., Pugh, K. J., & Holt, E. A. (2020, July). Science identity, transformative experiences, and cell biology intersections in undergraduate Anatomy and Physiology. Poster Presentation at the Society for the Advancement of Biology Education Research 2020 Annual Conference. Online.

 

Royse, E. A., Vita, A. A., Pullen, N. A., & Holt, E. A. (2020, January). Concept Inventory Utility in Graduate and Undergraduate Student Populations: A Case Study with the Homeostasis Concept Inventory. Oral presentation at the SABER West Conference. Irvine, CA.

 

Royse, E. A., Vita, A. A., Pullen, N. A., & Holt, E. A. (2019, November). Can Graduate Students Use Concept Inventories Too?:  A Case Study with the Homeostasis Concept Inventory. Lightning talk at the BioTAP Virtual Conference. Knoxville, TN.

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Royse, E. A., Holt, E. A. , & Pugh, K. J. (2019, October). Science Identity Development, Transformative Experiences, and Reflection in Undergraduate Anatomy and Physiology Classrooms. Poster presentation at the International Conference on Quantitative Ethnography. Madison, WI.

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Royse, E. A., Sutton, E., Holt, E. A., & Peffer, M. E. (2019, July). Scrub Envy: Investigating Sources of Self-efficacy and Identity in Anatomy and Physiology Students. Oral presentation at the Society for the Advancement of Biology Education Research 2019 Annual Meeting, Minneapolis, MN.

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Royse, E., & Peffer, M. E. (2018, September). Are You Going to Eat That? A Design-based Approach to Investigate Scientific Decision-making. Poster presentation at the Learning Sciences Graduate Student Conference, Nashville, TN.

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Peffer, M. E., Royse, E., & Abelein, H.. (2018, June). Influence of affective factors on practices in simulated authentic science inquiry. Paper presentation at the International Conference of the Learning Sciences, London, UK.

 

Royse, E., & Peffer, M. E. (2018, April). "How we know" and "who we are:" overlooked routes to science literacy and decision making. Poster presentation at the College of Natural and Health Sciences 13th Annual Student Research Celebration, Greeley, CO.

 

Royse, E., & Peffer, M. E. (2018, April). Simulated science inquiry: Applications for assessing science literacy. Oral presentation at the University of Northern Colorado Science Education Symposium, Greeley, CO.